Executive Function Skills Kara Scott Loftin loft8606@bears.unco.edu kara.loftin@wasatchacademy.org PhD Candidate in Special Education, University of Northern Colorado, Dean of Parent & Students Support Services, Wasatch Academy
LEARNING TARGETS You will be able to….. 1. Define and understand executive function skills knowing the executive function deficits related to specific learning disabilities. 2. Identify students who struggle with executive function skills and know how to use effective accommodations, modifications, and instructional strategies. 3. Create opportunities for executive function coaching programs and initiatives in your school.
Have you ever had a student who…….? Completes homework assignments but consistently forgets to turn them ● in, Opens their backpack and papers, pens, old rotten food, and garbage ● spilled out everywhere, When asked to research a topic online are instead found playing video ● games, Doesn’t know how to start a project 99 % of the time, ● Gets stuck on one piece of an assignment and gives up, ● Asks you what you said directly after you just said it, and ● Can focus for the first 10-15 mins of class but after that has a hard time ● keeping on task.
Increased dropout rates Low self-esteem Low achievement Why does Lower achievement scores in math and reading Highest level completed this matter? 1 year lower ○ College GPA Lower ○ Grade repetition Low academic grades C’s ○ D’s ○
Students Students will Students will Students will Students will will know increase increase grit empower discover how to self-confidence (and hence, themselves to their learn. and success). “own their untapped independence. learning.” learning potential and ability to positively contribute. Why should I teach Executive Function Skills?
Executive function refers to brain functions that activate, organize, integrate and manage other functions. It enables individuals to account for short- and long-term consequences of their actions and to plan for those results. It also allows individuals to make real-time evaluations of their actions and make necessary adjustments if those actions are not achieving the desired result (CHADD, 2016).
Executive Function Skills Flexibility Sustained Self-Regulation Emotional Control Attention Stress Tolerance Response Inhibition Grit Time Management Working Memory Organization Planning & Prioritization Metacognition Task Initiation Goal-directed Persistence
Self-Regulation Ability to manage thoughts and behaviors.
Stress Tolerance Ability to stay even, to stay calm.
Brainstorm Go-To Solutions Have them ready…. Problem Student can not find cell phone ● Possible Solutions Retrace steps ● Look in the most likely places (look where you usually ● are). Ask to borrow someone’s phone in order to call yours. ●
Time Management Ability to estimate, allocate, and execute within time constraints.
Planning & Prioritization Ability to create steps that lead to completion of a task. Ability to figure out what is important to focus on and what is not important to focus on.
Goal-directed Persistence Ability to create a long term goal and see it through to completion.
Sustained Attention Ability to keep attentive even when there are distractions, tiredness, or boredom.
Grit Ability to see something through to completion with effort, attention, motivation, and purpose.
Problem Solving Worksheet 1. What is my problem? 2. What are some possible things I could do to solve the problem? 3. What will I try first? 4. If this doesn’t work, what can I do? 5. How did it go? Did my solution work? 6. What might I do differently the next time?
Organization Ability to order or arrange items or tasks in a way that works for you.
Task Initiation Ability to start a task without procrastinating.
FIRST….. . THEN….
Flexibility Ability to change plans, bounce back from obstacles, and adapt to changing conditions.
Emotional Control Ability to manage emotions in order to complete tasks or achieve goals.
Behavior Contract 1. Student agrees to….. 2. To help student reach goal, parents/teachers will… 3. Student will earn…. 4. If student fails to meet agreement, student will... *Takes both adult and student partnership and support*.*
Response Inhibition Ability to step back, reflect, and then make a decision.
Working Memory Ability to hold information in your mind while completing complex tasks. Ability to draw on past learning experiences to use in the situation at hand.
Metacognition Ability to self-monitor and self-evaluate
Exit Ticket... (Nancy Joseph, Metacognition Needed: Teaching Middle and High School Students to Develop Strategic Learning Skills, N.d.)
Behavior or Biology? BOTH (Barkley, 1997; Dawson & Guare, 2014; Chasnoff, 2011; Goldberg, 2011 )
Autism Spectrum Disorder (ASD) Flexibility, emotional control, metacognition. Traumatic Brain Injury (TBI) Response inhibition, flexibility, planning, working memory, and emotional control.
Mood Regulation, Depression, Anxiety Time management, organization, planning and prioritizing, working memory, sustained attention, task initiation, goal directed persistence, stress tolerance, and metacognition. Sleep Disorders Emotional control, flexibility, stress tolerance, and working memory.
Drug or Alcohol Use/Addiction Working memory, metacognition, planning and prioritizing, emotional control, and response inhibition.
ADHD: Inventors, Innovators, Entrepreneurs Weakness Disruptive Sustained Attention Goal-Directed Persistence Behavior Planning and Prioritizing Disorder Organization Working Memory Emotional Control “Developmental Response Inhibition impairment of the Task Initiation brain’s Time Management self-management Strength Stress Tolerance system, its Flexibility executive Metacognition (sometimes) functions” (Brown, 2013).
Developmentally “Normal” variations in executive skills. Dawson & Guare, 2013
Laziness...Motivation? “The chance to do what adults do, make their own choices, have their opinions valued, and decide what rules will apply and how.” (Dawson & Guare, 2012, p.80) “Motivation enables us to do to the best of our ability what we already are capable of doing.” (Levoie, 2004)
EF & Impact on the Classroom Recall, math facts, ● Getting started, paying attention, completing work, ● ● Handling frustration, thinking before speaking and acting, ● Complex problem solving and analytical thinking. (Brown, 2013)
Activity: 1. Stand up! 2. Turn to the person next to you and share with them one take away from the first part of the presentation that you can apply to your classroom today or something that was new information (60 secs.)
Executive Function Interventions
1. Gather assessment materials on student a. Observation b. Work samples c. Parent and student Step 1 interviews d. Formal assessments i. Brown ADD Scales - Adolescent Version Assess ii. Comprehensive Behavior Rating Scale for Children iii. Child Behavior Checklist - Teacher Report Form iv. NEPSY v. Delis-Kaplan Executive Function Scale vi. Cognitive Assessment System
Step 2 1. Review data 2. List specific executive function skill weaknesses and strengths Review & 3. Select one or two skills to target a. Use information from Choose parents/teachers b. Use information from student
1. Create a plan and identify: a. skill Step 3 b. environmental modifications c. procedure used to teach skill Plan & d. conditions for the skill to be displayed e. what demonstrates skill Evaluate success, and f. rewards or incentives 2. Evaluate a. Was it effective? b. What are the next steps?
Response Assessments: Teacher/parent interview, observation, and Brown ADD Scales. Specific Weaknesses: Response Inhibition Inhibition 1. Talks out of turn in class. 2. Blurts out inappropriate things to peers without thinking first. Target Skill & Objective: Response Inhibition Ability to think 1. Suzy will use a “safe” zone with peers of one arm’s length. 2. Suzy will use self-talk tools: “Stop & Think.” 3. Suzy will raise hand in class to speak. before you act. Skill Procedure: Response Inhibition: Teacher Role 1. Explain the skill. 2. Model the skill. 3. Give positive and constructive feedback. 4. Cue student to use the skill at other times, not just in the classroom. Skill Development Incentive/Reward: Response Inhibition 1. Verbal praise. 2. Choice in next activity.
Academic Coaching Program for High School Students
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