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Executive Functioning Stephanie Nelson, Ph.D., ABPdN, ABPP Pediatric Neuropsychologist Child Development Network Lexington, MA (781) 861-6655, www.cdnkids.com
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How Students Succeed Self-Regulation Organization “Motivated” & “Resourceful” Family/Friends Community “Connected” & “valued” People Smarts Character “Resilient” & “compassionate” Book Smarts Quality Education “Curious” & “Able to learn” IQEQ EF You
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What Is Executive Functioning?
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One Name, Many Functions InitiationAttentionOrganization Working Memory InhibitionFluency Time Management Multitasking Self- Monitoring Cognitive Flexibility Emotional Control Perseverance
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Testing Executive Function Instructions: Start with the center number (7). Follow the lines to collect 4 additional numbers, adding all 5 numbers together Goal: Lowest total possible Requires: Attention, Motivation/perseverance Working memory Processing speed Cognitive flexibility Self-monitoring Emotional control
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Basic Neuroanatomy: A User’s Guide to the Brain
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Where Are EFs Located? Prefrontal Cortex Last Part of the Brain to Fully Develop Continues Developing into early/mid 20s Fragile to Disruption
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Prefrontal Lobe Connects to Brain Regions that Control: Habits Timing Arousal/Awareness Emotions Memory Language Motor Planning Eye Movements
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How Do EFs Develop? “He gets there, but in his own, unique way” “She did it yesterday, why can’t she do it today?” “Why can you remember your iPod, but not your school books?”
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A Period of “Refinement” Scientists talk about the “development” of the prefrontal cortex However, these regions are not growing, they are refining
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A Period of “Refinement” Cue1233 Goal 41 Some pathways are dead ends Some pathways are inefficient Pathways that work are strengthened during maturation
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Age 5: Lots of potential brain connections. Potential is unlimited, but pathways are inefficient. Ages 5-20: Pathways that are used regularly are becoming strengthened. Pathways that are not used are pruned away. Age 20: Brain pathways are more compact, more efficient.
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How EFs Develop IdealWhat We Expect
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How EFs really Develop Ideal What Actually Happens
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Roles and Responsibilities Age/Time EarlyIncreasing AgeTeen??Adult Parent/Family Provides CareManagesSupervisorConsultant Child Receives careParticipatesManagesSupervisor/CEO
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EF Resources Pros: Tons of specific suggestions Great overview of EF What is “Normal”? Caveats: Too Much Too Time-Consuming Not Teen’s Idea What if I have EF weaknesses too?
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Start With A Healthy Foundation Sleep Exercise Nutrition Stress Management A House Built On Sand…
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Game Plan: Shine A Spotlight Spotlight the neuronal connections you want to develop Brains learn what you teach them
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Spotlighting: 5 Key Techniques Start with Strengths Make It Manageable Make It Personal Build a Scaffold Take Advantage of Habits and Routines
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Start With Strengths Unrealized Strengths Perform Well Energizing Maximize Use Realized Strengths Perform Well Energizing Marshal Use Weaknesses Perform Poorly De-energizing Minimize Use Learned Behaviors Perform Well De-energizing Moderate Use
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Make It Personal Invite her into the problem-solving process Adolescence involves intensive levels of self- awareness How does this relate to my life and interests?
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Make It Manageable Pick one thing Be a scientist “I Can Do Anything, But Not Everything.” – David Allen
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Allocation of Precious Resources How Adult Brains Respond to Stress How Teen Brains Respond to Stress
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Be A Scientist Scientific Question: What is the Problem? Hypothesis: What causes it? Possible Solutions? Pros and Cons of Each Solution The Experiment: Try it!!! The Scientific Report: Did it work? My teen complains that I nag her about studying for upcoming exams, but she is not studying!!! Stop reminding Nonverbal reminding Remind more! Stop Reminding + No nagging! - Studying not done Nonverbal Reminding + Quiet - Don’t know if it will work Remind More! + Studying gets done - More shouting Nonverbal Cues Calendar Reminder (by text message) if teen fails to check off that day on the calendar Had to remind teen only 1 day out of 7 Got B on test
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Scaffolds and Safety Nets Start where he’s at Create a recipe Expect “Extinction Bursts”
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Start Where He’s At Zone of “Proximal Development”
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Creating the Recipe
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“Extinction Bursts” Frequency of Unwanted Behavior
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Habits and Routines Reminder Trigger or Cue That Starts the Habit Routine The Behavior You Do Reward Consequence. If the Reward Is Positive, More Likely to Do the Routine Again Next Time The Reminder Pops Up The 3 R’s of Habit Formation
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Planner Resources: www.cognitiveconnections.com www.cognitiveconnections.com http://premier.us/tools- planning/products-students
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Think Forwards, Plan Backwards Visualize the Goal What Does It Look Like Right Before the Goal is Met? What About Right Before That? Repeat Until All Steps Between Beginning and End are in Place
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Spotlighting: Review Start with Strengths Make It Manageable Make It Personal Build a Scaffold Take Advantage of Habits and Routines
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Slide 2 Notes and Resources Slides 4 - 14 Slide 29 Slide 17 Slide 20 Slide 23 Slides 4 - 14
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Executive Functions Defined Initiation Getting started on a task Avoiding procrastination Initiating social interactions and asking for help Organization Planning how to work through tasks most effectively Breaking complex tasks down into steps Organizing materials, keeping a room clean, finding objects Attention Sustained Attention: Concentrating over time Selective Attention: Focusing on the right thing (and ignoring distractions!) Working Memory Keeping information in mind while using that information Following multistep directions; remembering a phone number Inhibition Thinking before acting and considering all options before choosing Regulating activity level as needed; not invading personal space or interrupting Fluency Coming up with ideas over time Coming up with a new idea if the first idea does not work
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Executive Functions Defined Time Management Estimating how long a project will take Balancing speed with accuracy Multitasking Switching between two approaches to complete a task Considering two ideas at once Getting back on track after an interruption Self-Monitoring Noticing errors and going back to correct them Self-awareness and self-regulation (“Am I paying attention?” “Do I need to do more on this project?”) Cognitive Flexibility Adapting to new information or new situations Transitioning between activities or ideas Changing one’s mind and accepting “no” Emotional Control Getting “just the right amount” upset over frustrations and setbacks Using “self talk” to calm down or reframe a situation Perseverance Sticking with a task as long as it takes Effectively managing frustration, boredom, fatigue
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