Hocus, Pocus, Focus! New Kent SEAC. Strategies, Activities, and Techniques to Improve Attention & Executive Function in Children.

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1 Hocus, Pocus, Focus! Strategies, Activities, and Techniques to Improve Attention & Executive Function in Children. New Kent SEAC Christina Vitek, School Psychologist Henrico County Public Schools February 9, 2017

2 Agenda Parent Workshop Welcome Overview Attention & Executive Functioning Defined Accommodations & Interventions Q&A

3 Hocus Pocus Focus. What s this all about? Weak Attention & Executive Function Skills = Poor Work Habits

4 What do we know about Attention & Executive Functioning?

5 Let s change places with some of these kiddos Visual Attention Auditory Attention

(William James, 1890) Attention in humans involves the complex mental operations that involve

6 It is the taking possession by the mind in clear and vivid form of one out of what seem several simultaneous objects or train of thought. (William James, 1890) Attention in humans involves the complex mental operations that involve literally the whole brain (from the subcortical brainstem to the neocortex). Attention We all know what it is when we see it- but how is it defined?

7 Executive Function What exactly is that? Executive function is a set of mental processes that help us connect past experience with present action Mental Processes include Organizing Prioritizing Shift/Thinking Flexibility Accessing Working Memory Self-Monitoring/ Self-Checking

8 Organizing The ability to create and maintain systems to keep track of information or material

9 Prioritizing (Planning) The ability to create steps to reach a goal and to make decisions about what to focus on

10 Flexibility The ability to change strategies or revise plans when conditions change

11 Accessing Working Memory The ability to hold information in mind and use it to complete a task

12 Self-Monitoring /Regulation The ability to monitor and evaluate your own performance

13 Executive Functioning Impacts 3 broad areas: Learning Behavior & Emotions Social Situations & Relationships Examples Ask for help or information when needed Make plans Keep track of time Keep track of more than one thing at once Wait to speak until called on

14 So, why do some students have more difficulty with Attention & Executive Function than others? Nature & Nurture!

15 Nature: The Brain!

16 Dopamine tends to limit and select sensory information arriving from the thalamus to the forebrain AD/HD = decreased dopamine activity Decreased activity level in the prefrontal cortex

17 Attention, Executive Function & AD/HD Not everyone that presents with difficulties with Attention or Executive Functioning has AD/HD Most students with AD/HD have difficulties with Attention and/or Executive Functioning Source: CDC

18 Development & Maturity Executive skills & the ability to attend develop gradually and at different rate for different people Some students will figure out ways to compensate or strengthen their executive skills weaknesses Others will need extra support to compensate for or develop such deficits

Research According to the Journal of Cognitive Neuroscience (2009): Brain patterns in children from poverty were quite similar to adults who have had strokes with lesions in their prefrontal cortex.

19 Research According to the Journal of Cognitive Neuroscience (2009): Brain patterns in children from poverty were quite similar to adults who have had strokes with lesions in their prefrontal cortex. Difficulty identifying the focal point and blocking out distractions, which is a key function of the prefrontal cortex. Most low-income children have these disparities in neurocognitive development: language memory ability, working memory, and executive function. Effects on the brain and attention are reversible but need highly intensive interventions.

3 important things to remember Children s brains are unique. Each child differs in the amount of types of stimulation he or she needs to stay focused.

20 3 important things to remember Children s brains are unique. Each child differs in the amount of types of stimulation he or she needs to stay focused. Self-esteem and positive thinking can play an enormous role in a child s ability to pay attention. Adults can offer training to strengthen executive function skills and teach children how to recognize what s worth focusing on and what they can ignore!

22 Brain Breaks: Taking a short period of time to change up the dull routine of incoming information helps children feel more alert and better able to concentrate on work.

23 Brain Breaks: Hand Wave Twisted Hello Joe

24 Compensate = Accommodate

25 Accommodations Beyond chunking work, frequent breaks & timers Merriam-Webster Definition: : the act of accommodating : the state of being accommodated: as a : the providing of what is needed or desired for convenience

26 Secondary Activities Doing two things at once, it turns out, can actually help focus the ADHD brain on a primary task Must use a sense that is different from what the primary task requires Mindless activities- don t have to think about it Intentional fidgeting

27 Secondary Fidgets Chew Stixx Velcro/Sandpaper Strips Chew Bracelet/Necklace Fidget Rings

28 Exercise Ball Wiggle Seats Bouncey Bands

29 Scented Pencils Brain Booster CDs Call on Me First Cards Watchminder

30 Isometrics: Exercises that can help kids learn to sit still and control their bodies by allowing them to stimulate and put pressure on their muscles without actually moving them (Shapiro, 2010). Hands Knees Desk Feet

31 There s an App for that Epic Win App Task Timer App 30/30 App HabitClock App Respiroguide Pro App Insight Timer App

32 Intervention Develop = Intervention = PLAY!

Interventions. not just for reading & math Merriam-Webster Definition: 1. 2. 3. the action or process of intervening.

33 Interventions. not just for reading & math Merriam-Webster Definition: the action or process of intervening. interference by a country in another's affairs. action taken to improve a situation, especially a medical disorder.

34 Structured Play & Chores Executive function is a set of mental processes (organizing, prioritizing, flexibility, accessing working memory, self-monitoring), that help us connect past experience with present action Art is Awesome Barrier Games Build It Mystery Picture Hunt Legos Play-Doh

35 Wish List & Sorts Ping Pong Pattern Match Cooperative Memory Simon Says Battleship Bop-It Spot-It

36 Laundry Setting the table Unloading the dishwasher Organizing clothes, toys Schedules Reward with structured play

37 Resources!

38 Books

39 Hocus Pocus Focus Blog

40 Questions? Contact Info: Christina Vitek

41 References Berger, L.O. (2003). Calm down & play. United States of America: Childswork ChildsPlay, Inc. IBSN: Kishiyama, M. M., Boyce, W. T., Jimenez, A. M., Perry, L. M, & Knight, R. T. (2009). Socioeconomic disparities affect prefrontal function in children. Journal of Cognitive Neuroscience, 21(6), Payne, R. K. (2009). Research-based strategies. Highlands, TX: aha! Process, Inc. IBSN: Shapiro, L. E. (2010). The ADHD workbook for kids. Oakland, CA: Instant Help Books. IBSN: Tignor, B. (2007). Attention games for the classroom. United States of America: Childswork ChildsPlay, Inc. IBSN: Balmer, K. (2012). Executive Functioning Activities at Home. Retrieved from Kolb, B, & Whishaw, I. (2001). An introduction to brain and behavior. Worth Publishers. New York, NY. Aastopoulous, A. & Shelton, T. (2001). Assessing Attention-Deficit/Hyperactivity Disorder. Kluwer Academic/Plenum Publishes. New York, NY. Frank. K. & Smith-Rex, S. (1996). ADHD 102 Practical Strategies for Reducing the Deficit. YouthLight, Inc. Chaplin, S.C. Executive Fuctioning 101, Prepared by The National Center for Learning Disabilties. Retrieved from Images retrieved from online sources.

Hocus, Pocus, Focus! Springfield Park Elementary Christina Vitek, School Psychologist

Hocus, Pocus, Focus! Springfield Park Elementary Christina Vitek, School Psychologist Hocus, Pocus, Focus! Strategies, Activities, and Techniques to Improve Attention & Executive Function in Children. Springfield Park Elementary 2016-17 Christina Vitek, School Psychologist Need? What do