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Executive Function and School Readiness: Evidence-Based Assessment and Intervention in Early Childhood | 8 NASP-approved CPD Credits

Name: Executive Function and School Readiness: Evidence-Based Assessment and Intervention in Early Childhood | 8 NASP-approved CPD Credits
SKU: 3861
Price: 80.00 USD
Availability: InStock

Original price was: $160.00.Current price is: $80.00.

Explore executive function, social-emotional development, and school readiness through evidence-based assessment and intervention strategies.

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Reading-Based Continuing Education Course

Executive Function and School Readiness: Evidence-Based Assessment and Intervention in Early Childhood

An 8-credit, primarily reading-based course exploring executive function development, social-emotional skills, school readiness, and evidence-based assessment and intervention practices for psychologists working in schools.

Course Overview

Through guided readings and applied examples, participants examine working memory, inhibitory control, cognitive flexibility, social-emotional development, and early learning. Using the Institute of Education Sciences’ Preparing Young Children for School practice guide, the course emphasizes developmentally appropriate assessment, classroom interventions, consultation, progress monitoring, and data-based decision-making. Participants learn to distinguish typical developmental variation from intervention needs and apply evidence-based practices to support preschool students’ learning and behavioral readiness.

🧠 Executive Function Development

Examine working memory, inhibitory control, cognitive flexibility, and their influence on early learning and school readiness.

📋 Assessment & Intervention

Evaluate developmental concerns and apply evidence-based instructional strategies to preschool classroom practice.

📊 Consultation & Progress Monitoring

Design collaborative intervention plans, interpret early learning data, and make informed educational decisions.

Course Format

This 8-credit course is primarily self-paced reading, supported by applied case examples, interactive activities, and knowledge checks designed to strengthen assessment, consultation, and intervention decision-making in early childhood settings.

CE Credit Hour Determination:

View Mergener Credit Hour Calculation (PDF) ↗

Child & School Psychology CE accreditation information

Continuing Professional Development

NASP Approved Provider

Child & School Psychology CE is a NASP-approved provider of continuing professional development for school psychologists.

Continuing Education Credit

Eligible courses provide continuing education credit after successful completion of required course activities and assessments.

Certificate of Completion

A certificate is available after successful completion of the applicable course requirements.

Please Note:
Continuing education requirements vary by state, licensing board, employer, and credentialing organization. Participants are responsible for confirming that a course meets the requirements applicable to their individual license or credential.

Home-Study Credit Calculation

How CE Hours Are Determined

For asynchronous home-study courses, Child & School Psychology CE uses the Mergener Formula to estimate the instructional time required to complete the educational program.

This standardized method considers the amount of instructional reading, the complexity of the material, and the course assessment to provide a structured basis for assigning continuing education hours when live attendance time is not used.

Child & School Psychology CE maintains documentation supporting the continuing education hours assigned to each home-study course.

Source Use & Attribution

Open Access & Copyright Notice

Child & School Psychology CE may use scholarly articles, government publications, reports, guidance documents, and other educational resources that are publicly available, open access, or in the public domain.

Open access does not necessarily mean that a work is free of copyright.
Materials are used in accordance with the copyright status, license terms, permissions, or public-domain designation applicable to the original source. Required attribution and source information are provided when applicable.

Child & School Psychology CE does not claim ownership of third-party materials. Original course organization, instructional commentary, learning activities, assessment materials, and other content created by Child & School Psychology CE remain the intellectual property of Child & School Psychology CE unless otherwise indicated.

Source-Specific Terms:
Participants should refer to the original publication or linked source for the copyright notice, open-access license, reuse restrictions, or public-domain designation that applies to that resource.

Course Instructor

Jaime Flowers, Ph.D., LEP, BCBA, NCSP

School Psychologist • Educational Psychologist • Behavior Analyst

About Dr. Flowers

Dr. Jaime Flowers is a licensed educational psychologist, Board Certified Behavior Analyst, and Nationally Certified School Psychologist with extensive experience in school psychology, behavior analysis, assessment, consultation, and professional continuing education. Her work has focused on translating evidence-based practices into practical strategies that psychologists and other education professionals can apply in real-world settings.

Ph.D.
School Psychology

LEP
Licensed Educational Psychologist

BCBA
Board Certified Behavior Analyst

NCSP
Nationally Certified School Psychologist

Professional Focus

✓ School psychology practice
✓ Behavioral assessment and intervention
✓ Consultation and problem-solving
✓ Evidence-based educational practices
✓ Professional continuing education

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Sample the Course
You may sample the lessons from this page before enrolling. Please note that progress completed without logging in will not be saved. Registration and purchase are required to access the final quiz and earn your certificate of completion.

Course Content

Artificial Intelligence Disclosure

Artificial intelligence (AI) was used during course development for editorial assistance, including review of wording, organization, clarity, and presentation of author-developed materials.

In designated written activities, AI may also provide immediate formative feedback on participant responses based on course concepts and criteria established by the course developer.

AI does not independently determine course completion or continuing education credit. Course content, sources, learning objectives, assessments, and final materials are reviewed and approved by the course developer and applicable program-planning personnel.

What You Will Learn

Learning Objectives

By the end of this course, participants will be able to analyze executive function development, evaluate early childhood assessment and intervention practices, and apply evidence-based strategies to support school readiness through consultation and data-based decision-making.

Differentiate Executive Function Skills

Differentiate working memory, inhibitory control, and cognitive flexibility, and analyze their contributions to early learning, behavioral regulation, and school readiness.

Evaluate Executive Function Interventions

Evaluate developmentally appropriate games and instructional activities designed to strengthen working memory, inhibitory control, and cognitive flexibility in early childhood settings.

Apply Social-Emotional Instruction

Apply evidence-based social-emotional instructional strategies to preschool classroom scenarios involving emotional regulation, peer interaction, behavioral readiness, and classroom participation.

Analyze Language and Cognitive Demands

Analyze how language comprehension, vocabulary knowledge, mathematical language, and instructional task demands influence children's demonstration of early cognitive and academic skills.

Evaluate Developmental and Assessment Concerns

Evaluate early childhood developmental concerns using multiple sources of information, instructional context, functional impact, and assessment validity to distinguish developmental variation from potential intervention and evaluation needs.

Design Consultation and Intervention Plans

Design collaborative, developmentally appropriate intervention plans that identify observable executive function targets, instructional procedures, implementation responsibilities, and opportunities for skill generalization.

Interpret Early Learning Intervention Data

Interpret progress-monitoring data across executive function, mathematics, vocabulary, and early language comprehension while accounting for task complexity, instructional supports, measurement consistency, and generalization.

Formulate Evidence-Based Educational Recommendations

Formulate assessment, consultation, and intervention recommendations that integrate research evidence, developmental considerations, culturally and linguistically responsive practices, implementation fidelity, and student response to instruction.