EXECUTIVE FUNCTION AN INTERACTIVE WORKSHOP FOR CAREGIVERS Introduction

EXECUTIVE FUNCTION: AN INTERACTIVE WORKSHOP FOR CAREGIVERS

Introduction ➔ Hello! I am Erica Lee, Psy. D, AKA Summit School District’s Rutgers mental health clinician! ➔ I provide many services in the school district such as: ◆ Individual, group, and family therapy ◆ Consultation ◆ Risk/crisis assessments ◆ Trainings and workshops

Workshop Agenda…. What are we doing today? 1. I will give a brief overview of executive function. 2. You will be able to join a breakout group workshop (elementary, middle, or high school). 3. Your school counselor and Child Study Team member will discuss strategies and resources directly relevant to you and your child. 4. You will be given the opportunity to ask questions!

Goal and Objectives… Why are we here today? � Goal: To understand the variables that comprise our students’ executive functioning capacity � Objectives: At the end of this workshop, each caregiver will be able to � � Identify at least three different executive function skills Identify at least three strategies that may be implemented at home with their student

�Executive function deficits only occur in people diagnosed with ADHD.

FALSE!! Difficulties with executive function are very common and occur in people of all ages, including adults. Deficits may be present regardless of a mental health diagnosis.

TRUE OR FALSE POP QUIZ! �The pandemic and virtual learning has increased executive function demands on our students.

TRUE!! Evidence indicates COVID has initiated more anxiety and stress right now, thus leading to more executive function demands and deficits.

TRUE OR FALSE POP QUIZ! �Executive function skills develop until children are approximately age 18.

FALSE!! Evidence supports executive function skills developing until around age 25.

WHAT IS EXECUTIVE FUNCTION? ➔ The management system of the ➔ ➔ brain The brain’s air traffic control system Executive functioning skills let us set goals, plan, and get things done ◆ When people struggle with this, it impacts them at home, in school, and in life

CASE STUDIES Jack, age 10 Jill, age 15 � Bright, participates a lot in class � Forgets to check Google classroom � Hands in homework 50% of the time without reminder � Mom is unsure if he is avoiding school work or actually just forgetting � During virtual learning, he can often be found petting his dog and not listening � Hands in very well-written papers. . . when she does her work � Sometimes skips class to sleep or socialize � Reorganizes her bio notebook and cleans her room instead of completing big projects � Teachers think she is not motivated to succeed and then are confused with her spurts of excellent work Does any of this sound familiar?

EXECUTIVE FUNCTION DURING COVID � You may have noticed your own executive function skills declined during COVID, as well as your child’s. � This was inevitable and you are not alone!! � We are all in a heightened state of stress and anxiety due to the pandemic→ executive function difficulty (Han, Helm, Iucha, Zahn-Waxler & Hastings, 2016)

WHAT CAN WE DO ABOUT THIS? Cut yourself some slack: don’t expect perfection � Focus on self-care and taking care of each other emotionally � Create habits and routines that promote positive mental health �

WHY IS EXECUTIVE FUNCTION IMPORTANT NOW? Currently, students are being provided a lot of opportunity to practice executive function skills ➔ However, they received limited direct instruction and guidance on how to develop and use these skills

Common thoughts your child may be having

WHAT ARE THE MAIN EXECUTIVE SKILLS? 1. Response inhibition 2. Working memory 3. Emotional control 4. Sustain attention 5. Task initiation 6. Planning/prioritization 7. Organization 8. Time management 9. Goal-directed persistence 10. Flexibility 11. Metacognition

1. RESPONSE INHIBITION ● The capacity to think before you act ● How will my behavior affect this situation? ?

2. WORKING MEMORY ● The ability to hold information in memory while performing complex tasks ● Incorporates the ability to draw on past learning or experience to apply it to the future

3. EMOTIONAL CONTROL ● The ability to manage emotions to achieve goals, complete tasks, or control and direct behavior

4. SUSTAINED ATTENTION ● The capacity to keep paying attention to a situation or task in spite of distractions, fatigue, or boredom

5. TASK INITIATION � The ability to begin projects efficiently without procrastinating

6. PLANNING/PRIORITIZATION � The ability to create a roadmap to reach a goal or complete a task �Deciding: What is important to focus on? What is not important?

7. ORGANIZATION �The ability to create and maintain systems to keep track of information or materials

8. TIME MANAGEMENT � The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines

9. GOAL-DIRECTED PERSISTENCE � The capacity to have a goal, follow through to the completion of the goal, and not be distracted

10. FLEXIBILITY ● The ability to revise plans in the face of obstacles, setbacks, new information, or mistakes

11. METACOGNITION ● The ability to stand back ● and take a bird’s eye view of oneself in a situation, to observe how to problem solve It also includes selfmonitoring and selfevaluative skills (How am I doing? How did I do? )

Simple Activities for Everyone at Home

Let’s get into strategies! Links to school-level meetings (posted in the chat): � Elementary school: https: //us 05 web. zoom. us/j/82509595274? pwd=WXdtc 2 RBcy 9 JSk. Vm. Uk. Rj. WGRFSlp 1 d z 09 � Middle school: https: //us 04 web. zoom. us/j/9147071068? pw d=WHQz. ZEt 4 WXhu. Y 3 pl. Mm. Qw. SFd. Wb 095 QT 09 � High school: https: //zoom. us/j/94413605368? pwd=Tm 15 OVJYME 1 BV 0 x. Id. EZ 0 U 0 FXMHZ 6 UT 09