You don’t need “buy in” from teachers to get executive functioning support into classrooms.
Many school clinicians know executive functioning is important.
They also know that their entire team should be supporting it across general and special education settings.
But they don’t always know what exactly that looks like in practice…
And if they do, they don’t know HOW they can change the practices of classroom teachers.
There are a lot of unanswered questions.
…How can I find time to think about changing teacher’s practices when I barely have time to manage my own workload?
…What is my role if students don’t “qualify” for services on an IEP?
…Doesn’t adding executive functioning to my plate open up a whole can of worms I’ll never be able to manage as a related service provider?
…Even if I should be involved, how do I get teachers and administrators to “buy in?”
In this episode, I share how I help school clinicians not just answer these questions, but actually get executive functioning support in place…
Even if they’re not administrators…
Without taking them away from their existing responsibilities or causing role confusion…
And, even if they don’t have “buy in” from everyone on their team that they SHOULD be involved with executive functioning.
As you listen, I invite you to consider that you MIGHT NOT need to get buy-in to start.
The buy in comes with the process because it helps to “stack” the evidence you need to gain traction along the way.
And…the reason that no one can give you a clear answer on how or what your role is because a clear framework doesn’t exist.
People don’t give you an answer because most people don’t know HOW executive functioning support should look in schools.
That’s an opportunity for YOU to define how that looks. Which you are one of the most qualified people in your building to do if you’re an SLP, social worker, psychologist, counselor, or other related service provider.
And if you do it the right way, it can save you time and get better support for students in place at the same time.
I share why that’s the case in episode 265 of De Facto Leaders.
In this episode, I mentioned my free training where I share three mistakes professionals make when supporting executive functioning (that result in prompt-dependence and dysregulation).
In this training, I cover the following:
✅ Already working on executive functioning, and not seeing results? It could be because you're NOT truly working on executive functioning, even though you think you are. Learn how to make the subtle shifts that make all the difference.
✅ Are severe behaviors preventing ANY true skill development? Learn the common mistakes school teams make (related to executive functioning) that create prompt-dependence and dysregulation, and what to do instead.
✅ Are students struggling with peers, even though you're working on social skills? I'll share why "social skills groups" rarely result in good skill-transfer, and how to shift your service-deliver model to help students self-advocate and form relationships.
✅ Not sure your team will buy-in to supporting executive functioning in classrooms? Learn the 3-part framework I teach SLPs, social workers, psychologists, counselors, and other interventionists that helps them implement building-wide executive functioning intervention, even with a huge caseload.
You can sign up for this training here: https://drkarendudekbrannan.com/efleadership
In this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day.
You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership
They also know that their entire team should be supporting it across general and special education settings.
But they don’t always know what exactly that looks like in practice…
And if they do, they don’t know HOW they can change the practices of classroom teachers.
There are a lot of unanswered questions.
…How can I find time to think about changing teacher’s practices when I barely have time to manage my own workload?
…What is my role if students don’t “qualify” for services on an IEP?
…Doesn’t adding executive functioning to my plate open up a whole can of worms I’ll never be able to manage as a related service provider?
…Even if I should be involved, how do I get teachers and administrators to “buy in?”
In this episode, I share how I help school clinicians not just answer these questions, but actually get executive functioning support in place…
Even if they’re not administrators…
Without taking them away from their existing responsibilities or causing role confusion…
And, even if they don’t have “buy in” from everyone on their team that they SHOULD be involved with executive functioning.
As you listen, I invite you to consider that you MIGHT NOT need to get buy-in to start.
The buy in comes with the process because it helps to “stack” the evidence you need to gain traction along the way.
And…the reason that no one can give you a clear answer on how or what your role is because a clear framework doesn’t exist.
People don’t give you an answer because most people don’t know HOW executive functioning support should look in schools.
That’s an opportunity for YOU to define how that looks. Which you are one of the most qualified people in your building to do if you’re an SLP, social worker, psychologist, counselor, or other related service provider.
And if you do it the right way, it can save you time and get better support for students in place at the same time.
I share why that’s the case in episode 265 of De Facto Leaders.
In this episode, I mentioned my free training where I share three mistakes professionals make when supporting executive functioning (that result in prompt-dependence and dysregulation).
In this training, I cover the following:
✅ Already working on executive functioning, and not seeing results? It could be because you're NOT truly working on executive functioning, even though you think you are. Learn how to make the subtle shifts that make all the difference.
✅ Are severe behaviors preventing ANY true skill development? Learn the common mistakes school teams make (related to executive functioning) that create prompt-dependence and dysregulation, and what to do instead.
✅ Are students struggling with peers, even though you're working on social skills? I'll share why "social skills groups" rarely result in good skill-transfer, and how to shift your service-deliver model to help students self-advocate and form relationships.
✅ Not sure your team will buy-in to supporting executive functioning in classrooms? Learn the 3-part framework I teach SLPs, social workers, psychologists, counselors, and other interventionists that helps them implement building-wide executive functioning intervention, even with a huge caseload.
You can sign up for this training here: https://drkarendudekbrannan.com/efleadership
In this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day.
You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership
Learn more about today's sponsors, Playworks and IXL:
We’re proud to be sponsored by Playworks, a 501(c)3 nonprofit organization with evidence-based practices that help schools improve the health and well-being of children by increasing opportunities for physical activity and safe, meaningful play.
We’re proud to be sponsored by Playworks, a 501(c)3 nonprofit organization with evidence-based practices that help schools improve the health and well-being of children by increasing opportunities for physical activity and safe, meaningful play.
If you’re a school or district leader struggling with the challenge of chronic absenteeism, as so many are across the U.S., you may not realize that structured recess is a research-backed approach to keep kids in school. In fact, a UC Berkeley study of Title I schools found that those partnering with Playworks had significantly lower chronic absenteeism rates. Further, Mathematica research demonstrated that Playworks schools spent 27% less time transitioning from recess back to learning, saving teachers valuable instructional time.
These results are possible for your students, too. Learn how Playworks can help you improve student-educator relationships, belonging, and attendance by signing up for a quick no-obligation conversation.
We’re also thrilled to be sponsored by IXL.
IXL’s comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:
- Simplify and streamline technology
- Save teachers’ time
- Reliably meet Tier 1 standards
- Improve student performance on state assessments
🚀 Ready to see why leading districts trust IXL for their educational needs? Visit IXL.com/BE today to learn more about how IXL can elevate your school or district.
