HOW DOES EXECUTIVE FUNCTION IMPACT YOUR GIFTED AND/OR TWICE EXCEPTIONAL CHILD?

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1 HOW DOES EXECUTIVE FUNCTION IMPACT YOUR GIFTED AND/OR TWICE EXCEPTIONAL CHILD? Results Learning Presented by Cyle A. Feingold Founder and Director Results Learning, LLC

2 AGENDA Overview of Executive Function What happens when Executive Function does not work optimally Learning Styles Executive Function Strategies by Learning Style: Organization Time Management Self Advocacy Study Skills Results learning

3 THE BRAIN & ITS FUNCTIONS Results Learning

4 Results Learning EXECUTIVE FUNCTION THE SECRETARY OF THE BRAIN

5 EXECUTIVE FUNCTION SKILLS HELP US TO: Make plans Keep track of time Evaluate ideas Engage in group dynamics Keep track of more than one thing at once Meaningfully include past knowledge in discussions Ask for help Reflect on our work Finish work on time Wait to speak until called on Seek more information when we need it Change our minds & make midcourse corrections while thinking, reading & writing Results Learning Source:

6 EXECUTIVE DYSFUNCTION Difficulty planning a project & trouble comprehending how much time a project will take to complete Struggling to tell a story (verbally or in writing); trouble communicating details in an organized, sequential manner Difficulty with the mental strategies involved in memorization and retrieving information from memory Trouble initiating activities or tasks, or generating ideas independently Results Learning Source:

7 EXECUTIVE DYSFUNCTION CONT. Difficulty retaining information while doing something with it; e.g. remembering a phone number while dialing The inability to advocate for oneself; ineffectively communicating or asserting self interests, desires or needs Difficulty organizing materials and work spaces to effectively complete projects Overall study skills may not be adequate to efficiently and accurately complete projects Results Learning Source:

8 LEARNING STYLES Results Learning

9 LEARNING STYLES GUIDELINES FOR AUDITORY LEARNERS Participate in in-class discussions/debates Use a tape recorder during lectures instead of taking notes Read text out aloud Create musical jingles to aid memorization Discuss your ideas verbally Dictate to someone while they write down your thoughts Use verbal analogies and story telling to demonstrate your point Results Learning

10 LEARNING STYLES GUIDELINES FOR VISUAL LEARNERS Use visual materials such as pictures, charts, maps, graphs, etc. Have a clear view of your teachers so you can see their body language and facial expression Use color to highlight important points in text Take notes or ask your teacher to provide handouts Before creating an outline, illustrate ideas as a picture, then create the brainstorming bubble Visualize information as a picture to aid memorization Use multi-media (e.g. computers, videos, smart boards) Study in a quiet place away from verbal disturbances Results Learning

11 LEARNING STYLES GUIDELINES FOR KINESTHETIC/TACTILE LEARNERS Take frequent study breaks Study while moving (e.g. read while on an exercise bike, mold a piece of clay to learn a new concept) Work at a standing position Chew gum while studying Dress up your work space with posters Have white noise or soft music in the background while you study Skim through reading material before settling down to read it in detail Results Learning

12 MERGING LEARNING STYLES & EXECUTIVE FUNCTION STRATEGIES Results Learning

13 ORGANIZATION STRATEGIES Organizing school books, binders, folders, etc. Results Learning

14 ORGANIZATION STRATEGIES Organizing school books, binders, etc.: Auditory Visual Learning Style Strategies Reminders Kinesthetic Label all materials by subject and keep together at all times Color code all materials by subject Color code all materials by subject Customize for your child Do this for all materials such as binders, notebooks, pencil keepers, folders Do this for all materials such as binders, notebooks, pencil keepers, folders Results learning

15 ORGANIZATION STRATEGIES The Locker Results learning

16 ORGANIZATION STRATEGIES The Locker Learning Style Strategies Reminders Auditory Use locker organizer Keep all subjects placed together Visual Use locker organizer - Color code all materials by subject Kinesthetic Use locker organizer - Color code all materials by subject Keep all color coded subjects placed together Keep all color coded subjects placed together Results learning

17 ORGANIZATION STRATEGIES Visual Cuing Taking and using pictures of what things should look like e.g., What your child looks like when he/she is ready to leave in the morning What your child looks like when he/she is ready to leave school How your child's backpack should look like after homework is completed Results learning

18 TIME MANAGEMENT STRATEGIES Find Time Wasters / Estimate and Track Time Child estimates and documents how long it will take to complete a homework assignment Child or parent tracks actual time and child writes down actual time next to estimate Child identifies the difference between estimate and actual time Child identifies time wasters Time Estimation & Assignment Breakdown Sheet Assignment: Estimated Time Needed to Complete Actual Time Needed to Complete Difference Between Estimated & Actual Results learning

19 Results learning TIME MANAGEMENT STRATEGIES Find Time Wasters / Estimate and Track Time Auditory Visual Learning Style Strategies Reminders Kinesthetic Child talks through the estimate vs. actual, why the difference, write down what they will do next time. Child talks through the estimate vs. actual, why the difference. Have them visualize what they will look like next time. Child talks/walks through the estimate vs. actual and can reenact the steps taken. Have them physically walk through what they will do differently next time. Write down what will be done differently next time Child visualizes what the process will look like next time. Have your child reenact the steps taken to complete the assignment. (Remember movement is key to a kinesthetic learner.)

20 TIME MANAGEMENT STRATEGIES CONT. Utilize Homework Time Tracking Sheet Child tracks actual time including breaks and distractions (Facebook, texting, etc. ) Child reviews this by themselves (or with coach or parent) and identifies items that interfere with homework Add up total time including distractions Add up non-productive time/distraction and subtract from total time used Results learning

21 Results learning

22 Results learning

23 TIME MANAGEMENT STRATEGIES Utilize Homework Time Tracking Sheet Auditory Visual Learning Style Strategies Reminders Kinesthetic Child can eliminate color coding Utilize color coding so child can see available time for homework Use a visual clock, (a Time Timer ) or a clock with an hour, minute and second hand, not a digital clock when tracking time. Talk through time spent Color coding may help your child see differences Child may have to take frequent short breaks to be productive Results learning

24 BUILDING SELF-ADVOCACY SKILLS Self-advocacy letter to teachers from your child In a paragraph, identify your strengths and needs In a paragraph, identify things the teacher can do to help you learn best In a paragraph, identify things you must do to help you do well in school In a paragraph, tell the teacher anything else you think they should know about you (i.e. being shy about reading aloud, interests, things you like to do outside of school, etc.) Make your child aware of the accommodations they need and/or are entitled to Role play conversations with teachers Results Learning

25 Results Learning

26 BUILDING SELF-ADVOCACY SKILLS Self-advocacy letter to teachers from your child Auditory Visual Learning Style Strategies Reminders Kinesthetic Results learning Have your child talk through the points they want to make before writing. Child can draw a visual outline using written words or pictures prior to writing. Child can role play while a parent takes notes to build an outline. Writing this letter may be a strength for the child PowerPoint may be more effective for the child, as he/she can use visual representation instead of writing a letter. PowerPoint may be more effective for the child to do instead of a letter. Regardless, allow your child to stand or move when writing.

27 IMPROVING STUDY SKILLS THRILDD Strategy Title (read title) Headings (read all headings) Read first paragraph (read first paragraph of chapter or each headings) Illustrations (look at all illustrations and read captions) Last paragraph (read last paragraph of chapter or all headings) Definitions (read all bold words and find definition put in child's own words) Discussion questions (read discussion questions and locate where in the text the answerer would be found) Results Learning

28 IMPROVING STUDY SKILLS THRILDD Strategy Auditory Visual Learning Style Strategies Reminders Kinesthetic Child discusses each item with a parent, friend, teacher, or coach. Child should take written or visual notes on each item. Child should take notes, draw pictures, discuss this with a parent, friend, teacher or coach and may act out important items Taking notes and then discussing them is an alternative as well Using visual notes (drawings/pictures) may help your child recall critical items This strategy can help your child make a connection to the topic before reading, making it easier to follow and understand Results learning

29 QUESTIONS? For more information on building Executive Function skills or a copy of this presentation, please provide your address or contact: Cyle Feingold Results Learning, LLC Results Learning

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