Executive functioning challenges don't magically disappear when students leave the speech room. In fact, the moments that require planning, organization, self-regulation, working memory, and flexible thinking happen all day long—in classrooms, hallways, group projects, and during academic instruction. As speech-language pathologists, we can teach these skills in therapy, but helping students successfully apply them where they're actually needed often requires a different approach.
That's why we invited Joseph Walsh, MS, MEd, CCC-SLP, and Victoria Bondurant, MS, CCC-SLP, from The Howard School in Atlanta, Georgia to share how SLPs can partner with classroom teachers through a collaborative push-in model. In these four interview clips, they discuss why executive functioning intervention belongs in authentic classroom settings, how to collaborate effectively with educators, and practical strategies that improve carryover and generalization. Watch the short videos below, then click at the bottom to join us for the full presentation and earn CEUs.
How can embedding executive functioning supports into everyday classroom routines improve carryover and generalization of skills?
How can SLPs and educators adapt EF interventions to meet the varying needs of diverse learners?
Why is it important for SLPs to distinguish between self-regulation and executive functioning skills?
What are some practical ways SLPs and classroom teachers can successfully partner together to help students generalize?
Come learn more and earn CEUs!
Check out this course: Executive Functioning Intervention in the Classroom: An Argument for a Push-In Model
Executive functioning goals are often addressed in therapy rooms, but executive functioning challenges rarely occur there. Difficulties with self-regulation, task completion, working memory, and organization show up during instruction, assignments, transitions, and classroom routines. If students are expected to use these skills in academic settings, it makes sense that intervention should happen there too. This session explores how SLPs can move beyond isolated intervention and partner with educators to support executive functioning where it matters most.
Join Joseph Walsh, MS, MEd, CCC-SLP, and Victoria Bondurant, MS, CCC-SLP, from The Howard School in Atlanta, as they make the case for a collaborative, in-the-classroom model. Through practical examples and classroom based strategies, they demonstrate how SLPs can support self-regulation, execution, processing speed, and working memory while working alongside teachers. You will also gain ideas for writing goals, justifying services, and building educator buy-in.
Did you know this presentation is part of our 2026 Back to School Conference?
Learn more and find out how to attend!
Executive Function CEU Courses
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