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Executive Functioning in Neurodevelopmental Conditions | 2 NASP-approved CPD Credits

Original price was: $20.00.Current price is: $0.00.

This course examines executive functioning across neurodevelopmental conditions, including ADHD, autism, and learning disorders

 

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ews3rEvidence-Based Assessment and School-Based Intervention
Executive Functioning in Neurodevelopmental Conditions
Assessment, Interpretation, and Intervention in School Settings
An evidence-based continuing education course examining executive functioning across neurodevelopmental conditions, including ADHD, autism, and learning disorders. Participants explore working memory, inhibitory control, and cognitive flexibility; evaluate findings from a systematic review and meta-analysis; interpret discrepancies between performance-based assessments and informant ratings; and develop individualized school-based recommendations. Emphasis is placed on understanding transdiagnostic patterns, avoiding diagnostic overinterpretation, and translating assessment findings into meaningful educational supports.

2
NASP-Approved CPD Credits
Self-Paced • Online • Certificate Included

What You’ll Cover

Foundations of Executive Functioning
Examine the major executive-function domains, including working memory, inhibitory control, and cognitive flexibility. Explore how these interconnected processes support learning, behavioral regulation, organization, problem-solving, and independent functioning in educational settings.

Executive Functioning Across Neurodevelopmental Conditions
Analyze executive-function findings across ADHD, autism, and learning disorders. Examine shared and variable patterns of difficulty, individual differences, and the limitations of using executive-function profiles to distinguish between diagnostic conditions.

Performance-Based Assessment
Evaluate standardized executive-function tasks, including measures of working memory, inhibition, and cognitive flexibility. Examine task impurity, overlapping cognitive demands, construct validity, and the limitations of interpreting isolated test scores.

Informant Ratings and Ecological Validity
Compare teacher and caregiver ratings with structured cognitive assessments. Interpret discrepancies across measures and settings while considering environmental demands, observation opportunities, classroom expectations, and available supports.

Interpreting Research and Assessment Findings
Apply findings from a systematic review and meta-analysis to professional assessment decisions. Examine effect sizes, measurement-related differences, methodological limitations, and the distinction between group-level research findings and individual student conclusions.

School-Based Consultation and Intervention
Translate assessment findings into individualized educational supports. Develop strategies addressing task initiation, organization, flexibility, and independent work while using functional classroom data and progress monitoring to guide intervention decisions.

Built for School-Based Practice
This course moves beyond identifying executive-function difficulties to interpreting their significance in real educational settings. Participants examine how neurodevelopmental conditions, cognitive task demands, environmental expectations, and available supports influence student functioning. Through applied scenarios and case analyses, psychologists working in schools practice integrating standardized measures, informant ratings, classroom observations, and intervention data. Emphasis is placed on defensible assessment conclusions, individualized consultation, and selecting supports that improve meaningful educational outcomes rather than relying on diagnostic labels or isolated test scores.

Research Foundation
The course is grounded in a 2024 systematic review and meta-analysis published in Nature Human Behaviour, examining executive functioning in children with neurodevelopmental conditions. The research provides a foundation for understanding transdiagnostic executive-function differences, the influence of assessment methods, and the limitations of interpreting group-level findings for individual students.
Primary Reading: Sadozai et al. (2024). Executive function in children with neurodevelopmental conditions: A systematic review and meta-analysis. Nature Human Behaviour.


View Research Article ↗

Course Features
✓ Evidence-based research
✓ Four comprehensive lessons
✓ Peer-reviewed professional reading
✓ Interactive learning activities
✓ Graduate-level case analyses
✓ Assessment interpretation strategies
✓ School-based intervention planning
✓ 16-question final assessment
✓ Certificate upon completion

Continuing Education Credit Determination
This independent-study course awards 2 NASP-approved CPD credits. The credit-hour determination is documented using the Mergener formula, incorporating instructional reading, applied learning activities, and assessment requirements.


View Credit-Hour Determination (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.

 

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

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 processes across neurodevelopmental conditions, critically interpret research and assessment findings, integrate multiple sources of student data, and develop individualized, evidence-informed recommendations to support executive functioning in educational settings.
01
Analyze Core Executive-Function Processes
Differentiate working memory, inhibitory control, and cognitive flexibility, and analyze how these interacting processes influence learning, behavioral regulation, task initiation, organization, and independent functioning in educational settings.
02
Compare Executive Functioning Across Neurodevelopmental Conditions
Compare executive-function findings across ADHD, autism, and learning disorders, and evaluate the implications of shared difficulties, individual variability, and transdiagnostic patterns for assessment interpretation and educational decision-making.
03
Critically Evaluate Executive-Function Research
Interpret findings from systematic reviews and meta-analyses, including standardized effect sizes and methodological differences, and evaluate the limitations of applying group-level research findings to individual students with neurodevelopmental conditions.
04
Interpret Executive-Function Assessment Findings
Evaluate performance-based measures, teacher and caregiver ratings, and classroom observations while considering task impurity, ecological validity, contextual influences, and discrepancies across assessment methods and informants.
05
Develop Individualized School-Based Recommendations
Integrate standardized assessment results, functional classroom data, and environmental information to develop individualized consultation and intervention recommendations targeting executive-function-related barriers to educational participation and independent work.
06
Evaluate Intervention Response Using Functional Data
Develop measurable progress-monitoring indicators, interpret changes in task initiation, organization, and assignment completion, and use intervention-fidelity and student-performance data to justify adjustments to school-based executive-function supports.
 

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Four children playing with floating bubbles in a green gardenExecutive Functioning in Neurodevelopmental Conditions | 2 NASP-approved CPD Credits
Original price was: $20.00.Current price is: $0.00.
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