1. Parent and Teacher Resource Modules

2. LD/ADHD Initiative Executive Functions Series: Wiki https://ldadhd.wikispaces.hcpss.org/

3. Banner Question “How do we support the classroom teacher delivering best practices in instruction and behavioral intervention for students with learning and/or behavioral needs?”

5. Lend Me Your Frontal Lobe Session One

6. Outcomes Learn the definition of Executive Functions Identify characteristics of Executive Functions Develop awareness of the development of executive skills Review definitions of learning disabilities, ADHD and autism

7. Anticipation Guide Answer True (T) or False (F) to the following statements: 1. Students’ Executive Functions are fully developed around age 12. 2. Executive Functions are controlled by the parietal lobe of the brain. 3. Executive skills can be taught or strengthened. 4. Executive dysfunction is present only in students with disabilities. 5. Meta-cognition is a necessary component of Executive Functioning.

8. Level of ImpactEvidenceTraining Method AwarenessArticulate a general concept Stand and deliver Conceptual understanding Clearly articulate a concept Modeling/ Demonstration Skill acquisitionUse skills in structured setting Practice in simulated situation with feedback Application of skillsFlexibly use skillsReal cases with coaching Model For Adult Learning Joyce & Showers, 1980,1992 Rosenfield & Gravois,1996

9. Executive Functions can be defined as… a collection of processes that are responsible for guiding, directing and managing cognitive, emotional and behavioral functions, particularly during novel problem solving. Definition of Executive Functions

10. Where are Executive Functions located?

11. Where are executive skills located? Executive Functions

12. How are executive skills developed?

13. Executive skills develop… through a process called myelination. Myelin acts as insulation for nerves, increasing the speed with which nerve impulses are transmitted. The faster the impulse, the better the skill.

14. All skills, including executive skills, improve with practice… The more you practice, the better the skill. Practice also makes the task less effortful.

15. Source: Weintraub et al. (2011) Birth Age (Years) 507080 Skill proficiency 3515253010 Development of Executive Functions

16. Students may have weaknesses in one or more Executive Functions but not have a disability. Executive skills are not typically fully developed until the age of 25.

18. Until Executive Functions are fully developed in students, families and teachers act as “surrogate” frontal lobes. Three primary ways to develop executive skills: 1.Change the environment to reduce the impact of weak executive skills. 2.Teach and model executive skills. 3.Use incentives to get students to use skills that are hard for them.

19. Executive Functions serve as a Cognitive Conductor The conductor or “master control” for all higher order and basic information processing. The brain’s master control and command system.

20. Do you know your Executive Functions? In groups of 2-3, match the 9 Executive Functions with their definitions.

21. What do Executive Function weaknesses look like in your students?

22. What is a Learning Disability? Persistent difficulties learning key-stone academics, with the onset during the years of early schooling The individual’s performance of the affected academic skills is well below average for age Learning difficulties are readily apparent in the early school years in most individuals Learning difficulties are considered “specific”

23. What is Autism? Autism spectrum disorder (ASD) and autism are both general terms for a group of complex disorders of brain development. These disorders are characterized, in varying degrees, by difficulties in social interaction, verbal and nonverbal communication and repetitive behaviors.

24. What is Attention- Deficit/Hyperactivity Disorder (ADHD)? Attention-deficit/hyperactivity disorder (ADHD) is a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.

25. Activity Check off which Executive Function weaknesses you think each student may have.

26. What is a typically developing student?

27. What are Your Executive Functions Strengths and Weaknesses? 1.Complete the “Executive Skills Questionnaire”. 1.Did your results match what you thought were your strengths and weaknesses? 1.Think-Pair-Share: How might this impact your work with teachers and/or students?

28. Anticipation Guide Answer True (T) or False (F) to the following statements: 1. Students’ Executive Functions are fully developed around age 12. 2. Executive Functions are controlled by the parietal lobe of the brain. 3. Executive skills can be taught or strengthened. 4. Executive dysfunction is present only in students with disabilities. 5. Meta-cognition is a necessary component of executive functioning.