1. Could an understanding of Executive Function help teaching staff meet the challenges of working with diverse groups such as those with Specific Learning Difficulties (SpLDs), dyslexia, dyspraxia, ADHD etc?

2. Dyslexia/Specific Learning Difficulties (SpLD) Service Sue Bond (Sandie Hargreaves and Kelly Goodfellow) Specialist Dyslexia/SpLD Advisers To contact: email – Dyslexia@uwe.ac.uk tel – 0117 32 83589Dyslexia@uwe.ac.uk Sue Bond (Sandie Hargreaves and Kelly Goodfellow) Specialist Dyslexia/SpLD Advisers To contact: email – Dyslexia@uwe.ac.uk tel – 0117 32 83589Dyslexia@uwe.ac.uk

3. Specific Learning Difficulties(SpLDs) Dyslexia Dyspraxia/DCD Dyscalculia ADHD

4. Aim of workshop To consider how the diverse needs of students with Specific Learning Difficulties/Differences (SpLDs) can be met in learning and teaching environments. (In the light of variations in executive function, in particular, working memory.)

5. Article - using the Executive function model to help understand and support a range of Specific Learning Differences (Krcmar, K. (2014)) Article overview - it: Describes the range of Executive Function (EF) weaknesses which can be evident in those with Specific Learning Difficulties (SpLDs). Reflects on how useful it is for educationalists to know, understand and use an individual’s EF strengths and weaknesses in the development of metacognition and support, particularly in relation to those with SpLDs. Highlights how the understanding of EF strengths and weaknesses can enhance self-awareness and metacognition and, in turn, develop positive self-esteem, good mental health, and so improve access to learning. Considers how the understanding of EF strengths and weaknesses can be used to develop effective learning and life strategies.

6. Executive Function is a range of higher order cognitive processes The article under review states that: “it is the part of the brain that acts without conscious awareness and automatically accepts, sifts through, prioritises and actions a range of complex tasks” (Krcmar, 2014, p.27).

7. Working memory Ability to keep verbal and non verbal information in mind and manipulate it Impulse control Ability to withhold response or action to allow reflection and assessment Self- monitoring Ability to scrutinize and modify thoughts, feelings and actions Time management Judging time Emotional control Ability to manage emotions Planning prioritising and organising Ability to plan and organise any/all aspects of life, break down complex tasks Task management Ability to start, and see a task through, including being able to shift flexibly between tasks or situations ( Adapted from Krcmar, 2014 ) Executive Functions

8. http://www.freesfx.co.uk/rx2/mp3s/2/3065_1329139711.mp3

9. Letter sequences to check I-A-O-B-U became U-B-O-A-I G-O-A-O-I-A became A-I-O-A-O-G E-A-C-F-B-G-D became D-G-B-F-C-A-E D – A – U – E – G – O – E – B – O Became O - B – E – O – G – E – U – A – D Adapted from Reynolds, C.R. Voress, J,K. (2007) TOMAL-2

10. Working Memory (WM) - a tool for learning It is - the brain system which enables retention and manipulation of information over short periods of time.(Once ‘lost’ this information is irretrievable.) It is - “… a system of inter-linked memory components that are located in different parts of the brain” (Gathercole & Alloway, 2008, p.10) There is a limit to the information which can be held in WM – this varies for each individual. Weaknesses are highly prevalent in SpLDs (Jones, A and Kindersley K, 2013)

11. Working Memory model Central Executive – master controller – monitors and co-ordinates functions below Adapted from Baddeley - http://www.simplypsychology.org/working%20memory.html Episodic buffer – back up store Phonological loop (verbal short-term memory) spoken and written material – verbal / auditory Visuospatial (VS) sketchpad (VS short-term memory) images, pictures, locations Long-term memory encodingretrieva l

12. Kcrmar (2014) comments that effective support for students with SpLDs comes from assisting them to understand and work with their own patterns of executive function.  Role of the specialist 1-1 tutor:  Understanding cognitive patterns of development associated with SpLDs.  Use available psychometric evidence, educational experience and background information to develop personalised support programmes for individual students.  Understanding the emotional impact of SpLDs on learning.  Role of the teacher:  Through good practice and appropriate adjustments within classroom situations.

13. Possible impact of WM issues in the classroom Following complex instructions, ideas, theories. Executing complex reasoning – particularly under time constraints. Processing less familiar information at speed. Note-taking – particularly when needing to process several sets of information eg listening and taking notes. Creating prose. Organising work. Keeping track of the progress of a task. Remembering information / tasks Working with information which has unclear patters or progressions Maintaining attention.

14. Discussion – the support toolbox Those with working memory weaknesses thrive where a good toolbox of strategies has been developed and implemented, to help support memory and reduce memory load. Therefore... … how can you and your department facilitate learning for students with WM problems in the classroom ? Keep in mind maintaining/enhancing self-esteem.

15. Support WM and reduce WM load: Be patient and understand that students with WM problems might need more input. Provide a clear, structured programme well in advance – avoid last minute changes when possible. Provide clear guidance for tasks, using straight forward language (this should not preclude academic rigour). Start with familiar knowledge or information. Clearly structure complex tasks. Chunk information and deliver information in clear sections. Build in a ‘review’ element. Encourage use of Assistive Technology. Engage other types of memory to support WM through, for example: –Providing information in advance to allow prior processing. –Linking ideas clearly / organise information in a meaningful way. –Providing example – make it ‘real’ eg case studies, real world scenarios. –Providing a variety of approaches within lesson situations. Refer to SpLD Service – http://www1.uwe.ac.uk/students/studysupport/disabilityservices/specificimpairme nts/specificlearningdifficulties.aspx http://www1.uwe.ac.uk/students/studysupport/disabilityservices/specificimpairme nts/specificlearningdifficulties.aspx

17. Reference list Crowd chatter (2015), free SFX [MP3] Santa Monica, USA: Partners In Rhyme Inc. http://www.freesfx.co.uk http://www.freesfx.co.uk Gathercole, Susan E. & Alloway, Tracy Packiam (2008) Working Memory & Learning. London: Sage Jones, A. and Kindersley, K. (2013) Dyslexia Assessing and Reporting. The Patoss guide. London: Hodder Education. Krcmar, K. (2014) Using the executive function model to help understand and support a range of specific learning differences. The Journal of the Professional Association of Teachers of Students with Specific Learning Difficulties. 27 (2), pp. 27-29 McLeod, S. A. (2008). Working Memory. Simply Psychology [online]. [Accessed 26 February 2015] Retrieved from: http://www.simplypsychology.org/working%20memory.html http://www.simplypsychology.org/working%20memory.html Reynolds, C.R. and Voress J.K. (2007) TOMAL-2, Test of Memory and Learning. 2 nd Ed. Austin, Texas: pro-ed, Inc. Roediger, H. L. (2008) 3 rd Ed., Cognitive Psychology of Memory. Learning and Memory: A Comprehensive Reference, Volume 2. (J. Byrne Editor), Oxford: Elsevier.