Executive Functioning Strategies Anna Carlisle Ed S Mountain

Executive Functioning Strategies Anna Carlisle, Ed. S. Mountain Brook Elementary School, AL @mbecounselor carlislea@mtnbrook. k 12. al. us https: //tinyurl. com/m 6 x 7 ksc

https: //tinyurl. com/mphbn 6 n

Learning Objectives 1) Explain how executive functioning skills support student success 2) Identify symptoms of weakness in executive functioning skills 3) Strategize ways to support executive functioning development

a diverse group of cognitive processes that act in a coordinated way to direct perception, emotion, thought and action a set of cognitive abilities that control and regulate other abilities and behaviors and are necessary for goaldirected behavior

o Emotional Control o Impulse Control o Self-Monitoring o Working Memory o Metacognition o Flexibility o Planning/ o Organization Prioritizing o Problem Solving o Task Initiation

Cognitive Processes and Executive Functioning o If we have some knowledge of how the brain works, we can better identify accommodations.

Top-Down Approaches o What is top-down processing? o External strategies to calm emotions o Intentional, explicit instruction of Intentional, explicit top-down strategies can improve: o Emotional Control o Impulse Control o Self-Monitoring

How are Top-Down Strategies Implemented? o Identify a strategy o Teach, Model, Practice, Repeat o Reduces arousal o Improves affect and motivation

Top-Down Examples o Progressive Muscle Relaxation o Breathing Exercises o Bubbles o Water

Bottom-Up Processes o Our brain’s natural ability to: o Reduce sensory input o Attend to a task o Ignore distractions

Signs of Bottom. Up Deficits o o o Emotional/Impulse control Inattention Self-Monitoring Working Memory Planning

Get out your Math journal and homework folder. I can’t find my journal! Oh, look! Here’s my library book… What are we supposed to be getting?

Environmental Accommodations o o o o Remove distracting materials Reduce visual stimuli Larger font Fewer items on a page Reduce the number of problems Provide a checklist Use reminders

Environmental Accommodations to Improve Organization o Organize Materials o 3 -ring binder o o o Use dividers with labels Reinforced Paper 3 -hole punch all worksheets Writing materials Minimize! o Organize Actions o Provide a list for: o Class Routines o Homework

Impulse Control Emotional Control Planning Prioritizing Task Initiation o Cue student randomly to identify if they are on task o Provide limited number of opportunities in a class for questions o Provide only enough support for success o Utilize rubrics to break down large assignments o SBI

Objectives of SBI o Specific behavioral strategy o What was the feeling/goal? o Motivational level on a scale from 1 - 10?

Assumptions of SBI o Everybody is doing the best they can. o Behavior is not incomprehensible or random. “Behavior follows patterns, which reveal themselves to the curious observer free of prejudice or blame or theory. ”

SBI Strategies o "How exactly did you do that? " o "How did you know it was time to ____? " o "How long had you been thinking about ___? " NOTE: We are asking "HOW? " not "WHY? "

SBI Strategies o o o Body double Give one direction at a time Utilize technology Time timer Random cues Each designed to increase self-awareness

Right to Left New to old information o Reduce o Novelty o Need for Flexibility o Ability to revise plans in the face of: o Obstacles o Set backs o New information o Mistakes o Changing conditions

Accommodations o Advance familiarization/Pre-teaching o Provide experiences in smaller structured setting o Role play o Advance warnings (fire drills, tests, being called on in class) o Systematic, gradual exposure to new situations

o Help the child reframe the situation o Modify the nature of the task: o Mental effort (3/10) o Decrease speed, volume or complexity of information o Break down tasks o Make tasks close ended o Provide templates and rubrics

o Help the child understand inflexibility o Teach them to recognize when they are inflexible o Teach coping strategies (top down processes) o Use relaxation strategies, scaling, thought stopping, or attention diversion o Plans or rules for specific situations that arise frequently (Social Stories) o Develop default strategies that they can fall back on o Use scripts in problem situations o Teach them that people make mistakes

Working Memory o Ability to hold information in the mind while performing complex tasks o Teacher provides multi-step instructions together, then student is able to break them part o Copying information from the board o Thinking of homework list and deciding which materials are needed to complete each o Incorporates the ability to draw on past learning or experiences

Working Memory o Cuing Devices (Timer): o Arrange for verbal/auditory reminders o Visual cues prominently displayed o Naturally occurring cues o Storage Devices: o Agenda books or calendars o Notebooks or binders o Electronic device

Metacognition o Take a bird’s eye view of oneself in a situation o Allows you to observe how you problem solve o Self-monitor or self-evaluate through self-talk, either aloud or silently, to help focus on the task at hand o Very broad skill o Several of the strategies we have discussed will help to develop metacognition, specifically SBI.

Strategies for Homework o Review upcoming and long-term assignments at the beginning of each week o Schedule a time for homework each day o Consider using mornings for homework o Physical space should reflect school work environment o Estimate time required o Not enough time? What is priority? o Extra time? What will you do now? o Pomodoros (specified work time followed by short break)

Online Tools and Support o educationtothecore. com o Graphic Organizers o o inspiration. com powertyping. com readwritethink. org typingclub. com o literacymathideas. blogspot

Online Tools and Support, cont. o Understood. org o Go to link School & Learning at Home for links to tools for use at home and school o https: //www. understood. org/~/media/040 bf b 1894284 d 019 bf 78 ac 01 a 5 f 1513. pdf o worksheetworks. com

Sources o Barkley, R. A. (2012). Executive Functions. o www. Russell. Barkley. org for videos on ADHD and EF o Dawson, P. , & Guare, R. (2009). Smart but scattered: The revolutionary "executive skills" approach to helping kids reach their potential. o Dr. Nowell. com - Executive Functioning: Practical Strategies for Students with ADHD, Presentation by Dr. David Nowell o Go to link School & Learning at Home for links to tools for use at home and school o Moyes, R. A. (2014). Executive Dysfunction: Strategies for Educators and Parents