Transcript Power point Executive_Functioning_Overviewx

Executive Functioning
What is it?
What can we do about it?
Deficits in Executive Functioning
• Deficits in Executive Functioning (EF) undermine the child’s ability
to use internal control to regulate behavior.
Executive Functioning difficulties affect...
Communication
Pragmatics & Social Interaction
Processing & Reasoning
Problem Solving & Learning
Memory
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2
Hard to tease apart
Co-Existing Disorders
Learning
Disability
50%
Depression
10%-30%
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©2005
AD/HD alone
30%
Tic Disorder
7%
Conduct
Disorder
35%
Bipolar
Disorder
20%
Oppositional
Defiant
Disorder
40%
Anxiety Disorder
35%
Fact Sheet #5, CHADD 2000
3
Specific
Behaviors
Underlying
Deficits
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Specific Social Issues
Specific Communication Issues
Unusual, repetitive and stereotypic behaviors
Hyperactivity
Impulsivity
Inattentive
•Faces, Emotions, Empathy
•Joint Attention
•Reading body language, gestures, tone of voice
•Theory of Mind
•Sensory issues
•Detail Thinking Executive
Executive Functions (EF)
CHADD Parent to Parent : © 2010
8C-5
11-2010
1. Regulating
Actions
Managing and regulating
one’s actions by
inhibiting impulsive
behaviors
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Indicators of
Weak E F Skills
• Jumps to conclusions
• Says things without thinking
• Unaware of the impact of his
behavior on others
• Begins worksheet without reading
instructions
• Believes work is good despite
evidence to the contrary
8C-6
11-2010
What can we do?
Provide regular and frequent breaks
Establish a secret signal with the student as a reminder he/she is off
task
Reward target behaviors immediately and continuously
Use visual emotions scale (5 point scale)
Use social stories daily to teach appropriate responses when upset
Post the calming strategies student has already been taught to use
Highlight important directions to draw attention to them
Post clear rules for each area/activity
Use timers for on task behaviors
Post good/poor choices using pictures and words
Safe place to go for cooling down
2. Focusing, Shifting
Attention to Tasks
Tuning in, resisting
distractions, sustaining
focus, shifting attention
when appropriate
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Indicators of
Weak E F Skills
Loses track of activities
Easily distracted by
environment
Difficulty shifting attention
when school subject
changes
Poor reading
comprehension
8C-8
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11-2010
What can we do?
Create predictable transitions and maintain routines
Seat child away from distractions and near positive role models
Form small groups when possible, large groups can be distracting
Graphic Organizers (Course Organizers, Unit Organizers, Frame, etc.)
Give the student a copy of class notes to ensure that the student does
not miss important oral details due to attention, memory, or
handwriting difficulties.
Develop a system for submitting completed assignments and maintain
consistency for that system (i.e., create a concise routine for
turning in assignments).
What can we do?
Use colored folders with specific location for completed assignments
Provide frequent reminders and notebook reviews
Label, highlight, underline, and add color to important parts of task
Give verbal warning to signal ending of lesson
Use timer for beginning and ending tasks
Allow sensory break between subjects
Give student choices (visually/orally) when answering comprehension
questions
Label items in the room to show where materials belong
Preferential seating to avoid distractions
3. Getting Started
Indicators of Weak E F
Skills
Difficulty:
• Initiating work tasks
• Generating ideas and beginning work
• Finding the main idea
• Starting work requiring mental effort
• Organizing verbal output and often
Organizing, prioritizing
and starting work tasks
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changing topics mid-sentence
8C-11
11-2010
What can we do?
Practice “begin work” cues--- Ask student to repeat directions or
share with a partner before beginning tasks
Teach and utilize study guides for reading based assignments
Provide written or pictorial directions (and task card) to accompany
oral directions
Visual cues/reminders on desk of expected work behavior
Written reminders to student of directions (use less verbal language
with student)
Give student “sentence” starters for generating ideas and/or writing
assignment
4. Accessing Working
Memory and Recall
Indicators of Weak E F
Skills
Difficulty:
• Remembering and following verbal directions
• Retrieving information from memory when taking
tests
• Retaining Information in the brain to complete
complex math problems or lengthy writing
assignments
• Recalling what was read to be able to summarize.
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8C-13
11-2010
What can we do?
Academic assignments should be brief and feedback regarding
accuracy given immediately
Short time limits for task completion should be specified and may be
enforced with timers
Engage in teacher-directed learning rather than independent seatwork activities
Instructions should be short, specific and direct
Use active learning and high response strategies and opportunities:
think-pair-share, total physical response, unison response to
signals, or recording answers on dry erase board, Smart Boards or
other interactive technology devices.
Use checklist/to do list for sequence of activity
Use word banks for tests
What can we do?
● Use visuals/objects when reading to aid in comprehension and
recalling details of story to summarize
● Use gestures, counting on fingers to show how many steps are in
the directions
● Teach each step/process to mastery before moving to next and
review often previous learned steps
● Use a tape recorder in classes that are lecture-based
● Present information in a high known-to-unknown ratio (add no
more than four new concepts/facts/words at a time)
● Memory strategies and techniques that will improve immediate
recall, such as the use of verbal rehearsal, grouping or "chunking"
of information, making visual images, and mnemonics
● Connect new information to previously learned information or
experience
5. Organizing and
Schoolwork
Life
Planning
Indicators
of
&
Weak E F Skills
Difficulty :
• Organizing possessions and materials
• Knowing, understanding, organizing and
turning in school assignments
• Managing or pacing time
Organizing schoolwork and
personal space
Planning and executing
schoolwork and planning for
the future
• Sequencing a complex task
• Analyzing and problem solving
8C-16
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11-2010
What can we do?
Show students how to use an assignment book/planners to keep track
of daily assignment
Post a daily schedule and homework assignments in the same place
each day, tape a copy to the student’s desk
Schedule time for reorganization of desks, lockers, and book bags,
etc.
Check to make sure correct books/materials are packed to go home
Allow the student to keep a separate set of books at home to use for
homework assignments. Use checklists to help remember
What can we do?
Utilizing teacher posts on Blackboard or other classroom websites, the
assignments can provide consistent communications between
students and parents regarding assignment due dates and
expectations
Break long-term projects into smaller segments with separate due
dates
Label notebooks and folders into sections to show where papers need
to go, ie: homework, parents need to sign, return to school
Post checklist of necessary materials to go home
Post checklist on desk of morning routine or unpacking bookbag
Use timers
6. Self-Monitoring
Indicators of
Weak E F Skills
Difficulty :
• Reviewing school work to check for errors
• Understanding that the rough draft is not the
final draft
• Persisting or following through on a task
because it requires so much effort
Monitoring one’s own performance
and measuring it against some
standard of what is needed or
expected
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• Failing to adjust behavior based on feedback.
8C-19
11-2010
What can we do?
Praise publicly, criticize privately
Assign tutors or peer helpers who can help children stay on task,
complete work more efficiently and provide constant reinforcement
Use a binder notebook with dividers to avoid loose floating papers
Utilize weekly progress reports. Communicate to parents about
missing assignments
Use a timer and rewards, such as points or tokens, to motivate and
reinforce working productivity for a short term interval
Brain Breaks
What can we do?
Social stories for making mistakes and correcting work
Videotaping appropriate behaviors for student to watch
Written expectation for writing assignment, include rough draft,
editing,final draft, final paper
Decrease amount of verbal language used when discussing behavior,
making corrections, completing difficult tasks
Use “First/Then” when completing difficult assignments
7. Controlling
Emotions
Indicators of Weak E F
Skills
• Poor control of emotions
• Low threshold for frustration
• May lash out when frustrated by peers
• Emotionally over-reacts to difficult situations
• Gives up easily and has excessive worry
Managing frustration
and regulating emotions
(Not in DSM-5 Criteria)
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What can we do?
Grounding exercises
Use of calming caddies
Adapt a mindfulness practice for your classroom
Give permission to leave class to go to a designated adult
Social stories
Role play
Video so student can see his/her behaviors, then discuss
Resources
Misunderstood Minds
http://www.pbs.org/wgbh/misunderstoodminds/attention.html
Timers
www.timetimer.com
http://people.uncw.edu/ertzbergerj/ppt_timers.html
Children and Adults with Attention Deficit Hyperactivity Disorder
www.chadd.org
Resources
United States Department of Education
http://www2.ed.gov/rschstat/research/pubs/adhd/adhd-teaching-2008.pdf
Downloadable Booklet titled “Teaching Children with Attention-Deficit Hyperactivity
Disorder: Instructional Strategies and Practices”
Foldables websites
www.wrhs.pasco.k12.fl.us www.wik.ed.uiuc.edu www.dinah.com
Great website for executive functions, reviews apps that can assist all ages
http://learningworksforkids.com/apps/
Resources
ADHD Partnership
www.adhdpartnership.com
Cogmed Working Memory Training
www.cogmed.com