Developing Executive Function and Self Regulation in Our Young Learners with Special Needs: Revisiting our Practices, Activities, and Environments

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1 Developing Executive Function and Self Regulation in Our Young Learners with Special Needs: Revisiting our Practices, Activities, and Environments Dr. Mastrangelo Bahrain, February 2018

2 AGENDA What is executive function? What is self-regulation? Developing EF and SR in our children Revisiting our Environments Revisiting our Practices Practical Application: Everyday Activities Conclusion Question and Answer

3 What is Executive Function? Set of cognitive processes that regulate a number of areas including: planning, working memory (ability to keep information in mind and use it as needed), problem solving, mental flexibility, and multi-tasking (primarily PFC part of the brain)

4 Associated Skills Setting Goals Pacing Planning Strategizing Sequencing Prioritizing Initiating Self-monitoring Emotional Control Paying attention Shifting Remembering Inhibiting Attending to Details Managing Time and Space Completing Tasks Working Memory

5 Executive Function Affects Learning keep track of time and finish work on time make plans evaluate ideas and reflect on work multi-task apply previously learned information to solve problems analyze ideas look for help or more information when it is needed engage in group dynamics wait to speak until we are called on

6

7 Challenges with Executive Function When kids have struggles with executive function, any task that requires planning, organization, memory, time management, and flexible thinking becomes a challenge.

8 Let s Take A Look!

9 Identifying EF difficulties in ASD often an overlap between dyspraxia (motor control/motor movement problems) and EF problems. Organization: ability to produce a timely, organized response, when requested to do so (i.e. child takes long time to put shoes on to go out or doesn t put them on at all) difficulty organizing and remembering the steps to complete a task

10 Identifying EF Difficulties in ASD Planning Memory: in children with mid-range functioning, we may see them appear (at times) to forget the sequence of events necessary to accomplish a task, even when they are highly motivated if asked to get two different items and give them to the teacher, the child presents only one item and forgets the other.

11 Identifying EF Difficulties in ASD Attending--also referred to as selective attention. trouble attending to what a child is being asked to attend to Shifting transitioning into a different activity. For example, if child is sitting on the floor and is asked to come to the table, this takes a great deal of time and effort Initiating some children learn to play a variety of games, however do so independently

12 Self Regulation as the Foundation for EF

13 Why Self-Reg First? Pushing a child to master executive function skills when there are constrictions in his sensory root system can be frustrating for the child (and parents/teachers too!) We can t begin to work on these higher stage PFC skills until we understand the child s ability to take in and process different kids of sensory information

14 Shanker Self Reg: Let s Take A Look!

15 Stress and Autism Anxiety and stress in children with ASD is the most debilitating problem in the diagnosis Can profoundly change the outcome for the child with ASD (for better or for worse) depending on if it is recognized and how it is treated Unfortunately stress and anxiety ARE NOT included in the criteria for diagnosing children with ASD

16 Stress and Autism Ratey and Sands (1986) state that children with autism experience an internal state of crowding and confusion caused by a variety of stimuli the quantity, intensity and unpredictability make it difficult for the child to tolerate and organize their experience These stimuli produce internal chaos, impulse actions, impaired functioning and increased physiological stress

17 Parent Anecdotes Parents will almost always describe a child on the spectrum as very stressed or anxious (especially when faced with uncertainty or change in their routine) The stress of the child can affect the WHOLE family Parents don t often say that their greatest challenge is lack of eye contact or trouble with organization

18 5 Domains of Stress

19 Baby Emerson

20 During a Stress Response Systems Turn. OFF Digestion Thinking brain Immune system Cellular repair Muscles in the middle ear constrict Capillaries Reproduction ON Adrenaline raises heart rate, bp and rate of breathing Cortisol metabolizes fat from fatty cells and glucose from the liver Sweat glands open Endorphins released Hair stands on end Energy and reactivity enhanced

21 Stress Behaviour vs. Misbehaviour Misbehaviour Stress Behaviour The key to misbehaviour is that the child could have acted differently; that she was aware that she shouldn t have done something, and was perfectly capable of acting differently. Prefrontal cortex (blue brain) is running the show : The key to stress behaviour is that the child is not fully aware of what she is doing, or why: she has limited capacity to act differently. Limbic system (red brain) is running the show Stress behaviour is caused by too a high stress-load. The big challenge in doing Self-Reg is figuring out why the child s stress is so high.

22 Self Regulation Self-Control Self- Control Self-control lens: inhibit or manage problems as they arise. Self - Regulation Self-regulation lens: identify and reduce the causes of problems in mood, thought, and behaviour. Self-Regulation comes first. It makes Self-Control possible.

23 Be a Stress Detective Research on the role of sensory integration dysfunction and SR suggests ways of addressing stress behaviours by providing environments that address the child s sensory needs (micro sensory rooms, spin bikes) Teachers are encouraged to be aware of behaviour as a possible stress response (child wants to up-regulate or down-regulate) What can I change (begin with environment? schedule? materials? time?)

24 Calm Begets Calm The starting point is to practice Self-Reg. We need to recognize the signs of escalating limbic arousal in ourselves as much as we do in our students. Identify and reduce the stressors and find calm within yourself [first] and then your students. (Shanker) A child s life course is profoundly affected by how adults respond to their stress.

25 Adult Influence on Child s Self- Regulation

26 The Self-Reg Teacher

27 Smartest to Co-Regulate

28 Find Your Outlet to Recharge and Restore

29 The Shanker Self-Reg Method 1 Read and Reframe the Behaviour 2 Recognize the Stressors 3 Reduce the Stress 4 Reflect: Develop Stress Awareness 5 Respond: Develop Personal Strategies to Promote Restoration and Resilience

30 The Thayer Matrix

31 Stress Responses: Examples from the Audience By following the 5 step Model how do you begin to address the following stress behaviours? Spitting Hair Pulling Pushing Pinching Self (Others) Other Possible Stress Behaviours? Consider: Mirrors, Video Recording and Rewinding, Drama, Fine Motor Activities

32 Revisiting Our Practices Build in choice (instead of everyone doing same thing at same time) Free flow (kids in different areas) Schedules: Consider deciding this with the children: What does it look like? What will help them keep track of their day? (velcro schedules? Or clip moves down a laminated strip as the day goes on) Welcome Circle: Short to build whole group community (5 mins.) chance to do some drama/movement to start their time with you Inquiry Based Approach/Projects/Community Narration, Expansions, Interruptions, Gesture, Pacing

33 Revisiting Our Practices We need to move from surface behaviours (i.e. eye contact, time in circle, imitation, compliance) to addressing the following areas: -self-regulation/co-regulation -communication -sensory reactivity/sensory modulation -intentionality/reciprocity (play, parent-childfriend relationships)

34 Teaching Kids About the Brain Comes from work of Dan Siegel and Tina Payne Bryson s book The Whole Brain Child. Neocortex (our thinking brain is upstairs) Limbic System (our feeling brain is downstairs)

35 Revisiting Our Environments

36

37 Questions to Ask Yourself What should we reflect on to better understand what we are seeing? 1. What could be causing this stress? 2. What could WE do to reduce or remove the stress? 3. How can I engage the child and eventually teach him/her to do this on his/her own? (to actually self-regulate?)

38

39

40 Dr. Shanker: Families and Self-Reg

41 Self-Reg and The Family Pay attention to environmental, visual, auditory, tactile, olfactory triggers Find an outlet to recharge your batteries Ongoing communication with teachers Report on child s progress/challenges Exercise and play Healthy food and hydration Provide routines and predictability Monitor TV viewing and screen time Help them to become problem solvers/risk takers! Adequate sleep!

42 References 1. The 5 Domains of Self-Reg A Nurturing Alternative to Calm-Down and Time-Out Rooms 3. Videos: 60 seconds of Self-Reg with Dr. Stuart Shanker 4. Mastrangelo, S. (2017). The Promise of Play as an Intervention to Develop Self-Regulation in Children on the Autism Spectrum. International Handbook on Play. Routledge. 29 pgs. 5. Mastrangelo, S. (2015). The Miller Umwelt Assessment Scale: A Tool for Planning Interventions for Children on the Autism Spectrum. Autism Open Access. 5(2): Mastrangelo, S. (2013). The value of dramatic play for children on the autism spectrum. Principal Connections. Vol. 17(2), pp Mastrangelo, S. (2016). Literacy Instruction for a Child with Non-Verbal Echolalia on the Autism Spectrum. Focus on Inclusive Education. 14 pgs.

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