Executive Functions
Executive Functions (EFs) are higher level cognitive processes involved in inhibition of thought, action and emotion (including self-regulation, task initiation, task organization and planning, cognitive flexibility, working memory and recall. Students with language and literacy disorders present with concomitant executive function deficits which adversely affect their social and academic functioning. This presentation is aimed at increasing participants’ knowledge regarding how to provide effective evidence based language and literacy interventions aimed at improving executive functioning in children with developmental language disorders. It will define executive functions, as well as outline strategies for optimizing intervention services to strengthen specific aspects of executive functions. .

Working Memory:
Working memory difficulties are common in children with language disorders. It can be difficult for children with Developmental Language Disorder (DLD) to hold information in mind, especially when that information is verbal in nature. It is also true that difficulty with language itself can make it harder to retain things in working memory. Although evidence suggests that intervention directly targeting working memory does not convey an appreciable language or learning benefit, it is important to consider working memory or processing capacity during any intervention. By using strategies to avoid overloading working memory, the child will be more available for learning. Information will be processed more deeply, and higher quality representations will be created in long-term memory. In this webinar, we’ll review evidence-based strategies for supporting working memory and consider how best to incorporate them in intervention for children with DLD.