Executive function is the set of cognitive processes that allow us to plan, focus attention, hold information in mind, and adapt to changing demands. It plays a critical role in children’s ability to engage in learning, communication, and daily routines. For speech-language pathologists, understanding and addressing executive function is essential, as research consistently links executive function challenges to a wide range of developmental delays. This course explores the connection between executive function and the populations SLPs serve every day, including children with neuro-developmental conditions (such as autism, ADHD, and learning disabilities), speech sound disorders, stuttering, and language delays.

The course begins by breaking down the three major components of executive function – inhibitory control, working memory, and cognitive flexibility – using accessible definitions and video examples to help participants identify each component in real therapy contexts.

Participants will then review current research demonstrating how executive function deficits intersect with the populations they serve. Studies show that children with neuro-developmental conditions are more likely to present with moderate executive function delays compared to neurotypical peers. Additional research indicates that delays in verbal working memory may serve as a clinical marker of developmental language disorder regardless of age or native language, and that lower executive functioning correlates with more severe speech sound disorders.

Building on this research foundation, the course introduces Task-Oriented Movement (TOM) activities as an evidence-based intervention approach to improve executive function by treating children holistically. Participants will learn what defines TOM activities (goal-oriented, multi-step, learned through hands-on experience, and reliant on environmental arrangement) and how these activities directly target each component of executive function by requiring children to sustain attention, hold and execute multi-step plans, and adjust their behavior in response to changing task demands.

A central feature of this course is a practical four-step process – Identify the Problem, Make a Plan, Take Action, Check for Completion – that participants can use to design their own TOM activities. Through guided practice, video demonstrations, and a hands-on application using a familiar children’s song, participants will translate a speech or language treatment target into an engaging, movement-based activity using this four-step framework.

This portion of the course is designed to give participants tools they can implement immediately, regardless of caseload or setting. Finally, the course connects these strategies to Universal Design for Learning (UDL) principles, helping participants design inclusive, accessible activities for diverse learners.

Participants will explore how to provide multiple means of engagement, representation, and expression – such as incorporating movement, AAC, drawing, and verbal responses – so that all students, regardless of ability level, can participate meaningfully in therapy activities.

By the end of this course, participants will have a research-based understanding of executive function and its relevance to communication disorders, along with a practical, repeatable framework for designing task-oriented movement activities that build executive function skills while increasing student motivation and engagement. The course closes with a moderated question-and-answer session, allowing participants to apply these concepts to their own caseloads and ask clarifying questions before implementation.

Time-Ordered Agenda
10 minutes-Introductions and disclosures
10 minutes -3 Components of Executive Function
10 minutes-Executive Function: Research Review
05 minutes-Digital Clip: Identifying Executive Function Strategies
10 minutes-Task Oriented Movement Activities: Research Review
05 minutes-Digital Clip: How to Create Task Oriented Movement Activities 5 minutes-Four Step Executive Function Process
05 minutes-Digital Clip: Applying Four Step Process Practice
10 minutes-Universal Design for Learning Principles
05 minutes-Digital Clip: Applying Design for Learning Principles for Literacy
05 minutes-Summary
15 minutes-Moderated question and answer session

As a result of this presentation the participant will be able to:

Define the three major components of executive function.
Explain the relationship between neuro-developmental conditions, language, and speech delays with executive function challenges.
Describe a four-step process for improving executive function.
Incorporate Universal Design for Learning (UDL) principles to increase learners’ motivation and engagement.
Participants will leave with a practical system they can implement immediately, along with renewed confidence in using language sampling as a central component of ethical, effective, and culturally responsive assessment.

Practitioners attending live events will be asked to answer questions at the end of the course about what they learned and how they will use the information they learned in practice. Once the questions (below) are completed, participants will receive their certificate.

One practical takeaway I plan to apply from this session is __________.

Overall, how familiar were you with today’s topic before attending this webinar?

After attending, how confident are you in applying at least one concept from this webinar?

Rate your overall satisfaction with this webinar.

One practical takeaway I will apply from this session is __________.

Practitioners attending recorded sessions demonstrate learning and attendance by passing a quiz with a score of 80% or greater. The quiz addresses questions from material presented throughout the course. Practitioners can retake the quiz if they do not initially obtain a score of at least 80%. For events including case studies, participants download, read, and utilize materials in order to participate.