F2E: From Foundations to Independence: Executive Functioning from Pre-K through Transition

This session explores the evolution of Executive Function (EF) supports from early childhood through adolescence. Rather than treating EF as a compliance tool, the presentation frames these cognitive skills as the essential biological scaffolding for academic and emotional learning. Participants will learn to identify gaps in a student’s “executive age” across eleven core skills spanning Thinking and Doing dimensions, with special emphasis on neurodivergent populations like ADHD and ASD. Educators will gain intervention strategies to successfully transition students from adult-managed routines to self-directed independence. 

Learning Outcomes:

Differentiate between the Cognitive Dimensions of Executive Functioning: Participants will be able to identify, define, and contrast the 11 core executive functioning skills, accurately categorizing them into “Thinking” skills (such as working memory and planning) and “Doing” skills (such as response inhibition and task initiation). 

Assess and Identify Gaps in a Student’s “Executive Age”: Participants will learn to recognize developmental milestones of executive maturity from early childhood through adolescence, allowing them to identify when a student’s executive age lags behind their chronological age—particularly in neurodivergent populations like those with ADHD or ASD. 

Design and Implement Progressive EF Interventions: Participants will gain actionable strategies to transition students from adult-managed routines to self-directed independence using evidence-based tools, including systematic goal setting, prompt fading, and gamified interventions. 

Speakers