Brains in Training: Playful Paths to Language and Motor Development with an Executive Function Lens

As pediatric therapists, we frequently engage children in learning tasks designed to build communication, motor, and functional skills. However, many children come to therapy without the foundational cognitive skills needed to benefit fully from intervention. Executive function, the set of mental processes that includes perception, attention, working memory, initiation, and cognitive flexibility, is central to learning and development across domains. When these skills are underdeveloped, children may struggle not only with language and communication, but also with play, motor learning, social interaction, and participation in daily routines.
When executive function challenges are present, traditional interventions may not fully meet a child’s needs. Supporting these foundational skills is essential for meaningful progress. Fortunately, therapists are uniquely positioned to integrate executive function support into their practice. By embedding strategies into play, movement, and sensory-rich experiences, we can strengthen attention, memory, flexibility, and self-regulation while simultaneously targeting communication, fine-motor, and gross-motor goals.

This presentation will explore the intersection of executive function with communication, motor learning, and participation. Presenters will highlight how to identify deficits, support skill development, and integrate strategies into therapy. Presenters will offer perspectives from both speech-language pathology and occupational therapy, emphasizing interdisciplinary collaboration. Attendees will gain practical tools for engaging caregivers and other professionals in fostering executive function to enhance communication and motor outcomes.

All content in this course is applicable to all pediatric settings treating this population.

Following this course, participants will be able to:

1. Identify at least 3 executive function skills that may be hindering communication and motor progression
2. Describe how to modify goals to address the underlying executive function deficit that may be impacting progression
3. Describe at least 3 intervention strategies to support executive function skills as either a pediatric OT, SLP, or PT
4. List alternative caregiver recommendations to improve and generalize skills across settings and routines

This course meets the requirement for Professional Development hours towards your ASHA renewal since it is approved by TSHA! You can count these hours towards ASHA renewal when you submit your Compliance Form.