EXECUTIVE FUNCTIONING: FROM STRUGGLE TO SUCCESS

Transcription

1 EXECUTIVE FUNCTIONING: FROM STRUGGLE TO SUCCESS Presented by: Tammy English and Cyle Feingold WHAT IS EXECUTIVE FUNCTIONING? Executive Functions involve the part of the executive network that is routed through the frontal lobes and that is used to cue, direct, and coordinate the use of the executive skills and other mental capacities. EIGHT KEY EXECUTIVE FUNCTIONING SKILLS Impulse control Emotional control Flexibility Working memory Self-monitoring Planning and prioritizing Task initiation Organization 1

2 Executive Functioning Skills EXECUTIVE FUNCTIONS ROLE IN LEARNING DISABILITIES 1. Reading: Working memory, inhibition, frustration tolerance 2. Writing: Sequencing, organizing, self-monitoring, working memory. 3. Math: Working memory, cognitive flexibility, inhibition (also role in automaticity). 4. Output/Production: Working memory, selfmonitoring, organization, flexibility. 5. Content Area Learning: Strategic organization of information; organized retrieval William R. Stixrud, Ph.D. ADHD, EXECUTIVE FUNCTIONING DEFECITS AND DEVELOPMENT 100% of people with ADHD have executive functioning deficits People can have executive functioning deficits without having ADHD Some people appear to have difficulty with executive functioning because they fall below the 50 th percentile in terms of development Reading in the Rockies

3 MYTH SURROUNDING ADHD MEDICATION Medication may help students focus, but it is not a quick fix for the execution of executive functioning skills. LEARNING A NEW SKILL BUILDING A NEW HABIT 21 days is a myth Actual: 66 to 254 days or repetitions Dr. Phillippa Lally, psychology researcher at University College London FUTURE SCOPING Based on recent studies, the following table reflects how far into the future people can anticipate relative to their ages/grade level. Age/Grade Range Future Thinking 2 years old NOW 3-5 years old 5-20 minutes 1 st grade Several hours 3 rd grade 8-12 hours years old 2-3 days years old 2-3 weeks years old 3-5 weeks People with ADHD and executive functioning deficits can be delayed up to 30% from this scale. 3

4 CLASSROOM STRUGGLES Can focus on small details or the overall picture, but not both at the same time Finds it hard to incorporate feedback into work or an activity Sticks with a plan, even when it s clear that the plan isn t working Needs to be told the directions many times Has a tough time switching gears from one activity to another Isn t able to think about or do more than one thing at a time Understood, Understanding Executive Functioning Issues, by Amanda Morin (understood.org) STRATEGIES ACROSS THE CURRICULUM Visual Cueing: What does the student look like while performing the task? Visual Instruction Cards: Student may reference Teacher Secret Signals: Established and practiced before implementing Acronyms with explicit step-by-step instructions TURNING TIME ROBBERS INTO TIME SAVERS STRUGGLE SOLUTION SAMPLE Doesn t have the proper materials for subjects Not understanding the steps only seeing the big picture Picture Instruction cards with visuals or keywords Create an acronym with explicit steps Bird s Eye View YouTube Videos Three Reads Has a hard time switching gears Create a signal with teacher Lanyard tug Sound to represent transition 4

5 VISUAL CUING FOR PARENTS Taking and using pictures of what things should look like to accomplish a task Break down into steps Completed tasks TIME MANAGEMENT 6:15 10:15 2:15 6:15 6:30 6:45 10:30 10:45 2:30 2:45 6:30 6:45. Color Key: Red = my time or sports 7: 00 7:15 7:30 7:45 8:00 8:15 11:00 11:15 11:30 11:45 12:00 12:15 3:00 3:15 3 : 30 3 : 45 4: 00 4:15 7:00 7:15 7:30 7:45 8:00 8:15 Yellow = school time Green = homework time Notes: The best times for me to work on homework are from 4:00-4:45 and 8:30 8:45 12:30 12:45 4:30 4:45 8:30 8:45 6:30-7:15 9:00 1:00 5:00 9:00 9:15 5:15 1:15 9:15 9:30 1:30 5:30 9:30 9:45 1:45 5:45 9:45 10:00 2:00 6:00 10:00 5

6 TIME ROBBERS RESOURCES Web Sites: Books: Smart but Scattered Peg Dawson and Richard Guare Where s My Stuff Samantha Moss Fast Minds Craig Surman and Tim Bilkey Late, Lost, and Unprepared: A Parents Guide to Helping Children with Executive Functioning Joyce Cooper-Kahn and Laurie C. Dietze Results Learning Programs: Teacher Professional Development C.E.O. Summer Camp C.E.O. Summer Academy C.E.O. After School Free Monthly Parent Forums QUESTIONS? Tammy English Educational Facilitator tenglish@results-learning.com Cyle A. Feingold Executive Director cfeingold@results-learning.com