1. Executive Functions Activate those frontal lobes!

2. Definition The executive functions are a set of processes that all have to do with managing oneself and one's resources in order to achieve a goal. It is an umbrella term for the neurologically-based skills involving mental control and self-regulation.

3. Basics The executive functions all serve a "command and control" function; they can be viewed as the "conductor" of all cognitive skills. Executive functions help you manage life tasks of all types. For example, executive functions let you organize a trip, a research project, or a paper for school. Often, when we think of problems with executive functioning, we think of disorganization. However, organization is only one of these important skills.

4. Developmental Model of Executive Functions Hierarchy Moves to more abstract as you move up the hierarchy

5. I. Self Control: Self Activation Awaken Attend

6. II. Self Control: Self Regulation Perceive Focus/select Initiate Gauge Modulate effort Inhibit/stop Sustain Interrupt/shift Hold Manipulate Foresee/plan short term Organize Generate/Associate Balance Store Retrieve Pace Time Monitor/check Execute (Behavior Syntax) Correct

7. III. Self Control: Self Realization Self Awareness Self Analysis Self Determination Goal Generation Long-term Foresight planning

8. IV. Self Generation Mind-body Integration Sense of Spirit

9. V. Trans-self Integration Sense of source, Cosmic Consciousness

11. Executive Function Variability Executive control also varies depending on the Arena of Involvement The Four Arenas of Involvement are – Intrapersonal (Control in relation to the self) – Interpersonal (Control in relation to others) – Environment (Control in relation to the natural and man-made environment) – Symbol System (Control in relation to human made symbol and communication systems)

20. Executive Function in the Classroom Strategy instruction should be directly linked to the curriculum. The strategies should be taught explicitly, including teacher modeling and extensive practice. Strategies should be taught in a structured, systematic way. Strategy instruction should address students’ motivation and effort.

22. Goals Break down Prioritize Preplanning Task analysis

24. Early Learning Concrete Directive Sequential Modeling

26. Later Learning Delays Still may need prompts and directives Don’t assume they know how to engage

28. Feedback Allows student to evaluate what they have done Learn from mistakes Learn how to compensate

29. How EF effect reading drawing on prior knowledge as students shift from “retrieving and interpreting background knowledge to attending to and interpreting print and new content,” flexibility as students interpret words, draw inferences, and process redundant information, and prioritizing as students decide which parts of the text is useful for their purpose. Writing requires students to plan, engage in flexible thinking (paraphrasing the topic), organize, and prioritize.

30. EF and Test-taking Students with EF problems may also be poor test- takers. First, they are unable to prioritize which information to study when preparing for the test. As they take the test, they are unable to prioritize tasks, plan responses, or monitor their time.