Executive Functioning What is it? What can we do about it?

CHADD Parent to Parent © Deficits in Executive Functioning Deficits in Executive Functioning (EF) undermine the child’s ability to use internal control to regulate behavior. Executive Functioning difficulties affect... Communication Pragmatics & Social Interaction Processing & Reasoning Problem Solving & Learning Memory

CHADD Parent to Parent © Hard to tease apart Co-Existing Disorders AD/HD alone 30% Tic Disorder 7% Oppositional Defiant Disorder 40% Bipolar Disorder 20% Conduct Disorder 35% Anxiety Disorder 35% Learning Disability 50% Depression 10%-30% Fact Sheet #5, CHADD 2000

Faces, Emotions, Empathy Joint Attention Reading body language, gestures, tone of voice Theory of Mind Sensory issues Detail Thinking Executive ●Specific Social Issues ●Specific Communication Issues ●Unusual, repetitive and stereotypic behaviors ●Hyperactivity ●Impulsivity ●Inattentive Specific Behaviors Underlying Deficits

Executive Functions (EF) CHADD Parent to Parent : © C

1. Regulating Actions Managing and regulating one’s actions by inhibiting impulsive behaviors Indicators of Weak E F Skills Jumps to conclusions Says things without thinking Unaware of the impact of his behavior on others Begins worksheet without reading instructions Believes work is good despite evidence to the contrary 8C CHADD Parent to Parent: © 2010

What can we do? Provide regular and frequent breaks Establish a secret signal with the student as a reminder he/she is off task Reward target behaviors immediately and continuously Use visual emotions scale (5 point scale) Use social stories daily to teach appropriate responses when upset Post the calming strategies student has already been taught to use Highlight important directions to draw attention to them Post clear rules for each area/activity Use timers for on task behaviors Post good/poor choices using pictures and words Safe place to go for cooling down

2. Focusing, Shifting Attention to Task s Tuning in, resisting distractions, sustaining focus, shifting attention when appropriate Indicators of Weak E F Skills Loses track of activities Easily distracted by environment Difficulty shifting attention when school subject changes Poor reading comprehension CHADD Parent to Parent: © C

What can we do? Create predictable transitions and maintain routines Seat child away from distractions and near positive role models Form small groups when possible, large groups can be distracting Graphic Organizers (Course Organizers, Unit Organizers, Frame, etc.) Give the student a copy of class notes to ensure that the student does not miss important oral details due to attention, memory, or handwriting difficulties. Develop a system for submitting completed assignments and maintain consistency for that system (i.e., create a concise routine for turning in assignments).

What can we do? Use colored folders with specific location for completed assignments Provide frequent reminders and notebook reviews Label, highlight, underline, and add color to important parts of task Give verbal warning to signal ending of lesson Use timer for beginning and ending tasks Allow sensory break between subjects Give student choices (visually/orally) when answering comprehension questions Label items in the room to show where materials belong Preferential seating to avoid distractions

3. Getting Started Organizing, prioritizing and starting work tasks Indicators of Weak E F Skills Difficulty: Initiating work tasks Generating ideas and beginning work Finding the main idea Starting work requiring mental effort Organizing verbal output and often changing topics mid-sentence CHADD Parent to Parent: © C

What can we do? Practice “begin work” cues--- Ask student to repeat directions or share with a partner before beginning tasks Teach and utilize study guides for reading based assignments Provide written or pictorial directions (and task card) to accompany oral directions Visual cues/reminders on desk of expected work behavior Written reminders to student of directions (use less verbal language with student) Give student “sentence” starters for generating ideas and/or writing assignment

4. Accessing Working Memory and Recall Indicators of Weak E F Skills Difficulty: Remembering and following verbal directions Retrieving information from memory when taking tests Retaining Information in the brain to complete complex math problems or lengthy writing assignments Recalling what was read to be able to summarize. CHADD Parent to Parent: © C

What can we do? Academic assignments should be brief and feedback regarding accuracy given immediately Short time limits for task completion should be specified and may be enforced with timers Engage in teacher-directed learning rather than independent seat- work activities Instructions should be short, specific and direct Use active learning and high response strategies and opportunities: think-pair-share, total physical response, unison response to signals, or recording answers on dry erase board, Smart Boards or other interactive technology devices. Use checklist/to do list for sequence of activity Use word banks for tests

What can we do? ●Use visuals/objects when reading to aid in comprehension and recalling details of story to summarize ●Use gestures, counting on fingers to show how many steps are in the directions ●Teach each step/process to mastery before moving to next and review often previous learned steps ●Use a tape recorder in classes that are lecture-based ●Present information in a high known-to-unknown ratio (add no more than four new concepts/facts/words at a time) ●Memory strategies and techniques that will improve immediate recall, such as the use of verbal rehearsal, grouping or "chunking" of information, making visual images, and mnemonics ●Connect new information to previously learned information or experience

5. Organizing and Planning Schoolwork & Life Organizing schoolwork and personal space Planning and executing schoolwork and planning for the future Indicators of Weak E F Skills Difficulty : Organizing possessions and materials Knowing, understanding, organizing and turning in school assignments Managing or pacing time Sequencing a complex task Analyzing and problem solving CHADD Parent to Parent: © C

What can we do? Show students how to use an assignment book/planners to keep track of daily assignment Post a daily schedule and homework assignments in the same place each day, tape a copy to the student’s desk Schedule time for reorganization of desks, lockers, and book bags, etc. Check to make sure correct books/materials are packed to go home Allow the student to keep a separate set of books at home to use for homework assignments. Use checklists to help remember

What can we do? Utilizing teacher posts on Blackboard or other classroom websites, the assignments can provide consistent communications between students and parents regarding assignment due dates and expectations Break long-term projects into smaller segments with separate due dates Label notebooks and folders into sections to show where papers need to go, ie: homework, parents need to sign, return to school Post checklist of necessary materials to go home Post checklist on desk of morning routine or unpacking bookbag Use timers

6. Self-Monitoring Monitoring one’s own performance and measuring it against some standard of what is needed or expected Indicators of Weak E F Skills Difficulty : Reviewing school work to check for errors Understanding that the rough draft is not the final draft Persisting or following through on a task because it requires so much effort Failing to adjust behavior based on feedback. CHADD Parent to Parent: © C

What can we do? Praise publicly, criticize privately Assign tutors or peer helpers who can help children stay on task, complete work more efficiently and provide constant reinforcement Use a binder notebook with dividers to avoid loose floating papers Utilize weekly progress reports. Communicate to parents about missing assignments Use a timer and rewards, such as points or tokens, to motivate and reinforce working productivity for a short term interval Brain Breaks

What can we do? Social stories for making mistakes and correcting work Videotaping appropriate behaviors for student to watch Written expectation for writing assignment, include rough draft, editing,final draft, final paper Decrease amount of verbal language used when discussing behavior, making corrections, completing difficult tasks Use “First/Then” when completing difficult assignments

7. Controlling Emotions Poor control of emotions Low threshold for frustration May lash out when frustrated by peers Emotionally over-reacts to difficult situations Gives up easily and has excessive worry Managing frustration and regulating emotions (Not in DSM-5 Criteria) Indicators of Weak E F Skills CHADD Parent to Parent: © C

What can we do? Grounding exercises Use of calming caddies Adapt a mindfulness practice for your classroom Give permission to leave class to go to a designated adult Social stories Role play Video so student can see his/her behaviors, then discuss

Resources Misunderstood Minds Timers Children and Adults with Attention Deficit Hyperactivity Disorder

United States Department of Education Downloadable Booklet titled “Teaching Children with Attention-Deficit Hyperactivity Disorder: Instructional Strategies and Practices” Foldables websites Great website for executive functions, reviews apps that can assist all ages Resources

ADHD Partnership Cogmed Working Memory Training Resources