Executive Function of the Brain and Childrens Behaviours

Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell, Bh (M), OTR, Ph. D

Reaching Every Learner: Understanding the Brain-New Insights on Learning and Brain Development Inventing schools through brain based Learning

Reaching Every Learner • Reaching students at their particular point of need ▫ Understanding how they learn • Embraces a rights-based approach to teaching: ‘No child should be left behind’ ‘Every child can learn, every child must learn’ MOE

Reaching Every Learner • All good teachers experience self-fulfilment along with their students • In a child-focused school Wrap-Around Model of Intervention is practiced • Learning is about ‘what’ and ‘how’ together • All learning is brain-based

Executive Function of the brain and children’s behaviour Brown (2003) describes Executive Function (EF)as the management system of the brain’s cognitive functions. The conductor of a symphony orchestra. Each musician has the potential to play his instrument very well but it is the conductor’s ability to synchronize the different parts into a perfect whole, that makes the music great.

http: //www. bpeters. ca/topic_EF. html

Definition contd. • ‘Executive function is an umbrella term for a set of high‐level mental processes that control and regulate other abilities and behaviors. They include the ability to initiate and stop actions, to monitor and change behavior as needed, and to plan future behavior when faced with novel asks and situations. Executive functions allow us to anticipate outcomes and adapt to changing situations’ (Advanced Brain Technologies, Utah).

Executive Function Processes Brain-based (higher cortical function) Education-based (higher order thinking skills) Environmental influences Excessive stress causes ‘flight or fight’ reaction – alarm system always on

Executive Function Processes • EF as overseer ▫ Provides infrastructure ▫ Highly interactive with other cognitive domains E. g. Inhibitory control, a sub domain of EF is a related to Attention Deficit and Hyperactivity Disorder (ADHD)

Executive Function Processes • 1980 s wrote about Deficient Executive Function (DEF) as a significant consideration in the understanding of Attention Deficit and Hyperactivity Disorder (ADHD). • 1990 s neuropsychologists and behavioural neurologists explored through magnetic resonance imaging (FMRI), the locations of the brain related to non-retardation-associated developmental disabilities.

Executive Function Processes • Locations identified: ▫ Parieto-temporal for reading and language disorders ▫ Frontal lobe - ADHD and EF • 1997 – Levin et al. , published papers on executive control maturation process. • Also, reported similar clinical features seen in children with traumatic brain injury (TBI), ADHD, frontal lobe injury

Locations of Brain Function

Executive Function and Learning • EF allows for meaning and sustained interactions with the different areas of the brain at a cognitive level. • Education-based = Thinking skills ▫ Ability to select and achieve goals ▫ To develop solutions to problems

Executive Functions and Education Brain-based responses ü Attention ü Memory ü Planning ü Organising/Priorising ü Shifting ü Initiating ü Inhibiting /control ü Timing

Educational Implications ØStudents must be taught ‘how’ to learn using executive function skills Ø Students have to move from memorising content to learning how to think and do ØFor the student with ADHD – disconnection between knowing and doing

Quotes from persons with EDF 11 year old “I feel like a bottle of ginger ale – I need to settle before I can do what I need to do” College graduate “ My mind is like a cloud of gas and inside the cloud are a million different little molecules speeding around, colliding with each other. There is no structure to it. ”

EF Skills are Life Skills • Goal setting ▫ Steps in achieving desired outcome • Planning ▫ Time Management • Initiating ▫ Organising and prioritising information • Shifting from one concept to the next ▫ Transitioning from one activity to the next • Self monitor ▫ Own progress

Executive Function Processing • Effective Intervention Strategies: ▫ Structured systematic approach Graphics, thinking maps, use of organisers (colourcoded) ▫ Explicit instruction for: note taking, doing home work, studying, resources needed etc. ▫ Metacognitive strategies reflect on how students learn, what works ▫ Positive reinforcement to motivate

Case Studies • 9 year old boy ü Lacks self control ü Excessive movements ü Risky behaviours – climbing unto roof ü Intrudes on personal space of peers ü Difficulty observing boundaries ü Difficulty with waiting his turn, also with delayed gratification

Case Study contd. • 9 year old boy contd. üKnows his work but is easily distracted üNeeds to be monitored to complete assignments üGood at sports- running, playing football

Case Study • 10 year old girl üSeem unmotivated, lazy üDisorganised, forgetting üIrresponsible – losing tools for class work üAble to tell how to do the math but then forgets to apply strategy taught üPoor hand writing skills üDifficulty with written expression

Case Study cont’d • 9 year old behaviours similar to child with ADHD ▫ ▫ hyperactive /impulsive breaks rules has potential but fails in school easily distracted Main problem: inhibitory insufficiency resulting in poor self regulation

Executive Function and Children’s Behaviours • More than self will! Brown (2003)quotes a patient: “If it is not interesting to me, if it doesn’t turn me on, then usually I can’t make myself pay attention, even when I recognize that it would be important for me to do so. ”

Executive Function and Children’s Behaviours • 10 year old has EDF with developmental coordination dysfunction (DCD) which results in poor hand writing skills • She has become frustrated over time by the disparity between what she knows and her inability to express this in writing • She looses focus in class and misses important details which accounts for her being left behind in assignments

Executive Function and Children’s Behaviours • The student with EDF or ADHD will need structure, supervision and support in the classroom. • Well-organised learning environment with boundaries clearly outlined for children’s behaviours • Positive Reinforcement – students motivation and effort recognised and rewarded • Accommodations in curricula allowed

Strategies used to teach planning and organisation Homework Time Sheet Assignment Estimated Time Actual Time

Self Monitoring Chart Tasks Monda Tuesda y y Wednesd ay Thursd ay Friday I raised my hand to speak Yes/No Yes/No Yes /No I completed my class work Yes/No

Token Economy Bottle with tokens Collected over 1 week Tokens are then traded for reward

Token Economy • A Behavioural Contract • A written agreement between the student and teacher (may include parent) with clearly stated behavioural goals. Signed by the student and witnessed by parent/guidance counselor. • Teaching accountability. • Opportunity to reflect on behavioural and or academic goals

Other strategies 1. Colour-coded organisers/folders 2. Checklists leaving for school and home 3. Thinking maps for studying

Reaching Every Leanrer • In the new School-wide Positive Behaviour Support and Intervention System (SWPBSIS), Ministry of Education, Teachers will be introduced to the concept that: ▫ A Positive Environment that reinforces students’ desirable behaviours has best outcomes for students’ learning • Involves at Tier 11, the recognition and interpretation of student’s behaviours