Executive Function Skills in Children NAMI NH - Mental Health and Schools Conference Grappone Conference Center Concord, NH Friday, October 11, 2013 Jonas Taub, MA, School Psychologist jonasjt@comcast.net Handouts for this Presentation https://www.dropbox.com/sh/wp3thti9i7w1wbr/uhdpop_ar2
Resources Dawson, P. & Guare, R. (2010). Executive skills in children and adolescents: A practical guide to assessment and intervention. 2 nd Edition. New York: The Guilford Press. Dawson, P., & Guare, R. (2009). Smart but scattered: The revolutionary executive skills" approach to helping kids reach their potential. New York: The Guilford Press. Dawson, P., & Guare, R. (2012). Coaching Students With Executive Skills Deficitsl. New York: The Guilford Press. Intervention Central www.interventioncentral.com Study Guides and Strategies http://www.studygs.net/ Learning Strategies Database at Muskingum College - http://www.muskingum.edu/~cal/database/general/ How To Study - http://how-to-study.com/ High School Ace http://highschoolace.com/ace.cfm Quiz Hub http://quizhub.com/quiz/quizhub.cfm
Definition A set of cognitive processes Related, yet Distinct abilities Necessary for self-initiated, purposeful behavior in novel or challenging situations Affect cognitive and emotional functioning
What Are Executive Skills? Executive skills refer to the cognitive processes required to plan, organize, and execute activities. Frontal lobe functions that begin to emerge shortly after birth but take a full two decades to fully mature. In students with attention disorders, they tend to develop more slowly than normal achieving peers.
Associated with ADHD Learning Disabilities Autism/Spectrum Emotional Disabilities Dysregulation Tourette s Syndrome Most have differential abilities strengths and weaknesses. Children and Adults K to 12
Executive Function Skills Response Inhibition Working Memory Self Regulation of Affect Sustained Attention Task Initiation Planning/Organization Organization Time Management Goal Directed Persistence Flexibility Metacognition
What do Executive Function Weaknesses Look Like? Which Executive Function is it? often viewed by their teachers and parents as chronic underachievers or lazy. trouble getting started on tasks, get distracted easily, lose papers or assignments, forget to bring home the materials to complete homework, or forget to hand homework in. may rush through work or dawdle, making careless errors that they fail to catch.
What do Executive Function Weaknesses Look Like? do not know where to begin on long-term assignments, cannot break the task down into reasonable subtasks, put off the assignment until the last minute, in part because they have difficulty judging the magnitude of the task and how long it will take to compete. work spaces are disorganized, Difficulty learning and following class routines teachers may refer to their desks, backpacks and notebooks as black holes.
What do Executive Function Weaknesses Look Like? Some children have trouble problem solving: When they encounter an obstacle in completing an assignment, they are stumped. When the approach they settled on does not work, they cannot shift gears and find another way. Some students are impulsive they act or speak without thinking, they live in the moment. May also have trouble regulating their emotions if they become excited about something, they may become overly excited. When they get annoyed, the feelings may escalate to rage for no apparent reason.
Teach and Build Executive Skills Become their Fore Brain show them how it works Teach skills Break it down Scaffolding Link/Build on the parts/steps Make it concrete, visual Be consistent Verbalize the thought process and steps metacognition; internal dialogue Frequent positive acknowledgement Celebrate successes
General Strategies Take step-by-step approaches to work; rely on visual organizational aids. Use tools like time organizers, computers or watches with alarms. Prepare visual schedules and review them several times a day. Ask for written directions with oral instructions whenever possible. Plan and structure transition times and shifts in activities. Collaboration Home and School Start young Developmentally Appropriate; Current Level
Learning Disabilities, ADHD, EBD, ASD, and Executive Function Skills Overlapping and Co-occurring EF Weaknesses impact academic performance Many similar strategies Need explicit instruction Continuum of difficulty/needs Many in class will benefit from Structure, strategies, etc. Classroom level instruction and intervention Don t have to be Coded /Identified Differentiated Instruction Accommodations Basic skill acquisition requires efficient EF skills As progress through grades, skills become more complex and integrated.
Three Primary Ways to Help Kids With Weak Executive Skills: Change the environment Reduce impact of Executive Function weaknesses Increase likelihood of success. Teach Executive Skills Explicit instruction Step by Step Teach each step Link the steps Use Incentives to get the child to use and develop their executive skills.
Managing Time Create checklists and "to do" lists, estimating how long tasks will take. Break long assignments into chunks and assign time frames for completing each chunk. Use visual calendars to keep track of long term assignments, due dates, chores, and activities. Use management software or idevices. Be sure to write the due date on top of each assignment.
Managing Space and Materials Organize work space. Minimize clutter. Consider having separate work areas with complete sets of supplies for different activities. Schedule a weekly time to clean and organize the work space.
Managing Work Make a checklist for getting through assignments. For example, a student's checklist could include such items as: get out pencil and paper; put name on paper; put due date on paper; read directions; etc. Meet with a teacher or supervisor on a regular basis to review work; troubleshoot problems. Coaching for Executive Function
Daily Homework Planner Source : Dawson, P. & Guare, R. (2010) Executive Skills in Children and Adolescents: A Practical Guide for Assessment and Intervention. 2 nd Edition. The Guilford Press (p. 200) Subject/Assignment Do I Have all the materials? Do I Need Help? How long do you think it will take? Start Time Stop Time How long did it take? Yes No Yes No Yes No Yes No Yes No Yes No Yes No Yes No
Home, School and more Teach Study Skills, including Note taking Use of a planner or calendar to manage assignments and homework Written expression, outlining and planning Studying for tests Memorizing Organizing strategies Accommodations need to be specific and taught Make sure all players know how/what to do Teach social skills and self regulation skills Anticipate, Pre-Cue and cue, plan for success It takes time don t expect a quick change Combination of interventions, but avoid too much all at once Teach, ramp up and re-teach Transition across grades
Strategies For Studying And Test Taking Use Mnemonics or create your own to remember a set of facts. Sing the information, rhyme the information, set it to a rhythm. Study a little each day. Try to review right before the test. Re-copy your notes each day from class. Re-organize them into a chart, or other visual If you find that some information is missing, ask or find out about it the next day.
Strategies For Studying And Test Taking Summarize notes or key facts, formulas, etc., onto a single page. => quick review during spare moments. Visualization - Create visual cues or icons for information you are having difficulty remembering. Have a set place and time to do homework and study. Study for the test in a circumstance or setting that most closely resembles where the learning occurred, and where the testing will take place Don t spend too much time on one test question avoid spinning your wheels. Come back to it.
THE SUCCESSFUL STUDENT'S STUDY SKILLS CHECKLIST Directions: Please read through these quickly and circle the N or Y. N Y 1. I have written out and posted a weekly schedule for myself. The time-table includes class study and work time along with other necessary daily time expenditures. N Y 2. I know the name of every teacher I have this semester, his/her office location, campus phone number and office hours. N Y 3. I have the required books for every class. N Y 4. I have surveyed every textbook that I am using this semester, i.e., I've read the Introduction, Preface, Table of Contents, Glossary, and Index. N Y 5. In case I am forced to miss a class I know the name and phone number of a fellow student that I can call. N Y 6. I have a separate and workable notebook for each class, i.e., there is a place for handouts, a place to note assignments, flexibility to add or recopy notes without influencing the proper sequence, etc. N Y 7. I have located a permanent place to study. The place is well lighted, quiet, free of distractions, and equipped with proper studying equipment. N Y 8. My lecture notes are always dated, written in my own words, neat, and titled. N Y 9. When I get tense before an exam, I know a relaxation technique that can help me do better on the test. N Y 10. Upon taking a test, I first skim through the entire test, then work the questions I am most sure of, then go back and answer the more difficult ones and finally review the entire test. N Y 11. I always survey a chapter before beginning to read thoroughly. N Y 12. I always summarize, either silently or in writing, the chapter I have just finished reading. N Y 13. When I read, I read actively; that is, I read with questions in mind. N Y 14. I underline in my textbooks after I read a chapter. N Y 15. I always attempt to be on time for class. N Y 16. I always come prepared to class. I have read the assignment and completed the written assignment. Revised: Spring 2002 STUDENT LEARNING ASSISTANCE CENTER (SLAC) Texas State University-San Marcos
Study Skills Checklist My grade 1. I have clearly-defined, long-term educational goals. No Rare Often Yes 2. I set goals for myself each week. No Rare Often Yes 3. I recognize the times of day when I m most mentally alert. No Rare Often Yes 4. I use a weekly schedule to organize my work, study, and social life. 5. I have a place where I study on a regular basis that is comfortable, has the tools I need to study, and is without distraction. No Rare Often Yes No Rare Often Yes 6. I always go to class. No Rare Often Yes 7. I utilize a note taking method that enables me to accurately record lecture information. No Rare Often Yes 8. In class, I am aware of whether or not I fully understanding the ideas. No Rare Often Yes 9. I participate in class discussions, and raise my hand when I don t understand something. 10. I spend some time soon after class reading over my notes, to improve them if necessary, to reflect about the ideas, and do any assigned exercises or homework problems. 11. After going through my class notes, if there are any ideas that I have difficulty understanding, even after going back to the text, I check with someone who can help (Classmate, Teacher, Tutor, Learning Center). 12. I read my text (or do other appropriate preparatory work) every week before going to class. 13. As I read my text, I pay a lot of attention to the text structure: study questions, text in bold or italics, headings, glossary, pictures, charts. No Rare Often Yes No Rare Often Yes No Rare Often Yes No Rare Often Yes No Rare Often Yes 14. I have techniques that I use to memorize important information. No Rare Often Yes 15. I have a system and use it for summarizing the main points of the text, by doing some of the following: I highlight, make marginal notes, make summary notes, or use the study guide. 16. I do occasional review of past text chapters and/or class notes even when I don't have a test looming. No Rare Often Yes No Rare Often Yes 17. I give myself enough time to review adequately for a test. No Rare Often Yes 18. I find ways to self-test during my test review--instead of just reading over the information. 19. I study with other students and join study groups, even when they aren t assigned. 20. I maintain a healthy diet and get my necessary sleep, especially before a test or exam. No Rare Often Yes No Rare Often Yes No Rare Often Yes 21. I am able to manage my anxiety in tests or exams. No Rare Often Yes 22. I plan my exam writing based on the amount of time and the value of individual questions. No Rare Often Yes 23. I go over my returned exams to learn about the type of mistakes that I made. No Rare Often Yes
Note Taking Strategies for Note Taking Cornell Method Two-Column Method REAP Strategy Outline Format FORM Strategy Topic and Concept Cards Alternate Formats http://www.muskingum.edu/~cal/database /general/notetaking3.html
Interventions for Writing Writing is one of the most complex skills we learn/teach involves many skills Language and motor Internal dialogue - Metacognition Planning and Prioritization Orthographics rules of spelling and writing Phonology Phonetics Written fluency Working Memory Organization
Pre - Writing Outline, brainstorm, web, map or other strategy for planning and pre-writing Need to be explicitly taught, modeled, practiced, Student writes or dictates Gradually takes on more Keep it simple get ideas on paper Discuss how to organize for writing number or connect the dots
Cycle Map
Story Star
Writing Baseball Diamond Reason Reason Reason Opening Statement Closing Statement Paragraph 1 Paragraph 2 Opening Statement: Opening Statement: Reason 1: Reason 1: Reason 2: Reason 2: Reason 3: Reason 3: Closing Statement: Closing Statement:
Graphic Organizers Web Resources http://www.ncrel.org/sdrs/areas/issues/students/learnin g/lr1grorg.htm http://themes.pppst.com/graphic-organizers.html http://www.vrml.k12.la.us/cc/vp_gle/2nd/more/graphic _organizers.htm http://www.eduplace.com/graphicorganizer/index.jsp
5 Sentence Paragraph 5 paragraph Essay 5 Sentence Paragraph Opening statement or topic sentence 3 supporting facts Summary statement 5 Paragraph Essay 5 (5 Sentence) Paragraphs Opening Paragraph 3 Supporting Paragraphs Summary Paragraph
5 Sentence Paragraph 5 paragraph Essay Use pre-writing to develop paragraph(s) Identify the introductory or opening Identify, sequence facts Identify what might go in one or another paragraph Write each sentence in order, on paper, on computer, dictated Provide a Template for the 5 Sentence Paragraph Editing Spelling, opening and closing punctuation, grammar, etc. One category at a time Identify errors, or sentences/lines with errors student ID and correct Avoid making a lot of marks on the student s paper. Metacognitive model the internal dialogue for planning, writing, organizing, editing, correcting, etc
3 Tiers for Executive Skills Tier I Core Instruction and Differentiation of Core By classroom teacher for all students Integrate Executive Skills and Study Skills in all classes, across the day Establish Class Routines Assignment Book Management of Homework Behavior Rules Clearly understood and posted Teach Study Skills How to Extract info from reading How to organize and plan assignments, Take and maintain notes, study for tests Strategies/skills for time utilization, task persistence Motivation Contingencies and rewards for meeting goals Make it fun and positive pour on the praise
3 Tiers for Executive Skills - Tier II More Intensive Focused, Targeted For kids who need more specific structure and support May need increased attention/assistance from teacher and/or others Modify or adapt assignments Specific practice, smaller chunks, more structure Homework Club Daily or weekly communication Incentives, rewards Small Groups or Individual Are there groups of children that need the same kind of support? Data Collection, monitoring Can be helpful to see progress can be very meaningful for student and parents Daily check-in/out Collaboration and support Parents/Family Paraprofessionals Other support staff and specialists Parent Volunteers Specific, focused, provide training
3 Tiers for Executive Skills - Tier III Most Intensive Children with most intensive intervention needs May need skill teaching AND accommodation Usually Identified for Special Education Dual challenge of engagement in regular Education AND building skills, self-reliance Interventions Smallest Groups Most skilled interventionists Most intensive interventions Explicit Instruction, Practice of Academic and Executive Skills May be multiple Interventionists and Supports Need to integrate/collaborate Specific strategies for Home, School, and linkage One person may play Transition, Carry Over to next grade
Home School Collaboration
Home-School Collaboration
Home School Collaboration - Assumptions Parents love their children Parents want to do well by their children Every family has its unique structure and demands Work Marriage/Relationship Cooperation Children needs, number, Activities Family stressors Life Style +/- Culture/beliefs/priorities Natural Supports Money/Finances/Employment The way they do things Dignity of Expertise
Home-School Collaboration Eight-P Philosophy Partnership as a priority Planned Effort Proactive and persistent communication Positive Personalized Practical Suggestions Program monitoring Attend to the Process for building relationships with families (from: Gimpel Peacock, G & Collett, B.R. Collaborative Home/School Collaboration, 2008)
Home-School Communication Commonly used by teachers Often a Notebook with narrative comments - descriptive Possible shortcomings General; Negative; Inconsistent; Subjective; Judgmental
Home-School Communication Specific information related to the needs/goals for the child student performance Mutually agreed on and understood Simple ratings as appropriate Brief focused narrative. More positive than negative Emphasize shared responsibility role for home/school Easy to complete for teacher and parent Consistency of focus Baseline and tracking data.
Daily Communication Sheet - Sample Cathy G Please provide comments as needed. Daily Home-School Communication Morning Communication Home To School Cathy slept well last night Yes Somewhat No Comment Food Breakfast Home School Snack Home School Lunch Home School Medication this morning Yes No Comment Completed last night s homework. Yes Partial No Comment General Comments Date: School Day Communication School to Home Truthfulness in School Yes Some Issues Significant Issues Comment Talk at home? Yes No Positive Peer interactions Very Much Mostly Some Problems Tough Day Comment Talk at home? Yes No Work completion/participation Great Job! Mostly Done Tough Day Comment Talk at home? Yes No Follow classroom routines (arrival, dismissal, transitions, recess) Great Job! Most of the time Tough Day Comment Talk at home? Yes No General Comments
Weekly Progress Report Teacher Subject Date: Attendance: Absences Tardy Poor Excellent Was On Task During Class 1 2 3 4 5 Completed Assigned Work 1 2 3 4 5 Appropriate Behavior And 1 2 3 4 5 Language Grades This Week: Comments: Homework Quizzes Tests Projects Missing or Incomplete? Upcoming assignments of note? Please return to Special Education case Manager by Friday A.M. Thanks!
Date Class Ben s Daily Success Chart I did my work No Sometimes Yes Respectful to teachers & peers No Sometimes Yes Math -2-1 0 +1 +2-2 -1 0 +1 +2 Language Arts -2-1 0 +1 +2-2 -1 0 +1 +2 Science -2-1 0 +1 +2-2 -1 0 +1 +2 Social Studies -2-1 0 +1 +2-2 -1 0 +1 +2 Enrichment -2-1 0 +1 +2-2 -1 0 +1 +2 Lunch -2-1 0 +1 +2-2 -1 0 +1 +2 UA 1-2 -1 0 +1 +2-2 -1 0 +1 +2 UA 2-2 -1 0 +1 +2-2 -1 0 +1 +2 Average score of 1 or greater earns A week of Average 1 or better earns
Build Positive Home School Collaboration Identify a goal(s) Realistic for Parent & Child Parent and Teacher agree Doable The parent knows what/how to do it Parent has time/place/materials Parent and child must be successful Identify the Task or Procedure What will you do? What will the Parent do? Communication Keep it simple, clear, positive What need to go home/back to school? How will it be transmitted? How is the child acknowledged for doing a good job? At Home and School