Schools Connect

Developing Executive Functions in Young Students With Language Impairment (SC15)

Friday, July 20
2:00 PM - 3:30 PM
Location: Room 310
CE: 0.15 ASHA CEUs/1.5 PDHs

The Illinois Early Intervention Training Program has approved this session for 2 hours of EI credential credit in the area of Intervention.

This session is eligible for Pennsylvania Act 48 professional education hours.

This session will provide a practical approach to evaluating and improving executive functions in the context of language intervention sessions with young children (preschoolers through second graders). Discussion will focus on specific strategies to build the key skills of planning, self-regulation, and inhibitory control to help these students develop the abilities they need to communicate and learn successfully in the classroom.

Learning Objectives:

Karole Howland, PhD, CCC-SLP

Director of Clinical Education
Boston University

Karole Howland, PhD, CCC-SLP, serves as Director of Clinical Education in the Speech, Language and Hearing Sciences Department at Boston University, where she provides clinical supervision to graduate student, teaches graduate and undergraduate coursework in pediatric language disorders, and directs a prevention program for young children at risk for language and literacy problems in collaboration with the Boston public schools. She earned her MS in speech-language pathology from Emerson College, and her PhD in behavioral neurosciences from the Boston University School of Medicine. She presents regularly on the topics of executive control processes in young children, phonological awareness, and reading disorders. Prior to joining the faculty at BU, Howland was a speech-language pathologist at Children’s Hospital Boston, where she conducted evaluations and provided treatment to children with a variety of speech and language disorders.

Financial Disclosures: Employee of Boston University; financial compensation from ASHA for this presentation

Nonfinancial Disclosures: None


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Developing Executive Functions in Young Students With Language Impairment (SC15)

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