1. Training Module 9 of 10: Executive Functioning
What is it anyway?

2. Frontal Lobe-(under development) Parietal Lobe-(under development)
The last part of the brain to mature (about 24 years old)
The Conductor
Judgement
Impulse control
Emotions
Executive Function
Reasoning
Problem Solving
Parietal Lobe-(under development)
Numbers
Processing sensory input
Language
Analytical abilities
Occipital Lobe
Visual processing
Temporal Lobes
Hippocampus
Long-term memory
Amygdala
Emotional center
Cerebellum-(under major development)
Supports higher learning
Math, music, advanced social skills

3. Areas of the Brain Impacted by Trauma

4. The Brain on Trauma Pre-frontal cortex is the conductor
The amygdala is the security guard
The hippocampus is where learning and memory take place
Children whose early relationships are characterized by high levels of adversity or trauma adapt to these circumstances negatively

5. The Brain on Trauma – What Happens…
A child’s brain development is directly and negatively impacted
Heightened level of arousal
Low threshold for stress tolerance
Greater reactivity in the brain stem and limbic areas (survival modes)
Develop an increased attentional bias to threat or safety – leads to constant state of hyperarousal/dysregulation
Directly impedes self-regulation and learning

6. The Bottom Line
“Their capacity to coordinate their thinking, emotional regulation, and behavior is seriously diminished”
Craig, 2016

7. Executive Function
The pre-frontal cortex represents an area of the brain that is responsible for the conscious regulation of thought, emotion and behavior

8. Three Aspects of Executive Functioning Impacted by Trauma
Inhibitory Control – the ability to delay gratification and distraction suppression
Working Memory – briefly stores new information as it is processed and eventually stored in long-term memory
Cognitive Flexibility – area that facilitates creative problem solving

9. Pre-frontal Cortex
It is often referred to as the brain’s “executive director” or “conductor”
It is responsible for organizing thoughts and ideas
Planning and strategizing
Self-monitoring
It accomplishes these tasks through three functions: inhibitory control, working memory and cognitive flexibility

10. Let’s Hear from the Experts

11. Most Important to Know:
“While genes provide the blueprint for executive functioning, the early environment and relationships to which children are exposed affect how the capacity develops”
Craig (2016)

12. What Do Executive Skill Weaknesses Look Like in Students?

13. Behaviors linked to Executive Skill Weaknesses
Acts without thinking
Gets overly upset about “little things”
Interrupts others
Out of control more than peers
Overreacts to small problems
Low tolerance for frustration
Talks or plays too loudly
Overwhelmed by large assignments
Resists change of routine
Can’t come up with more than one way to solve a problem
Acts wild or out of control
Easily overstimulated/ trouble calming down
Gets stuck on something
Doesn’t notice impact of behavior on others
The issues are not behavioral per se, rather they are regulatory

14. Strategies to Improve Executive Functioning
Impulse Control
Emotional Control
Flexible Thinking
Working Memory
Self-Monitoring
Planning & Prioritizing
Task Initiation
Organization
MOST IMPORTANT – A STABLE RELATIONSHIP WITH A CARING ADULT

15. Impulse Control Strategies
What it means: thinking before acting
How it looks: blurting out, cannot wait turn
Avoid sitting too long
Play games “Red light, green light” “Follow the Leader”
Use “if…then” statements

16. Emotional Control Strategies
What it means: keeping feelings in check
How it looks: overreacting, cannot take criticism, unable to regroup when things go wrong
Check in/check out system
CALM
Help student identify and connect feelings with behavior
Share your feelings authentically

17. Flexible Thinking Strategies
What is it: adjusting to the unexpected
How it looks: rigid thinking, cannot roll with the punches, easily frustrated
Play games such as “What’s this?”
Tweak the routine
Teach/practice positive self-talk
Read books like “Amelia Bedelia” series

18. Working Memory Strategies
What is it: what helps students remember key information
How it looks: forgetful, cannot remember what you said, etc., even if they have taken notes
Use graphic or visual organizers
Speak slowly/have student repeat small segments of directions back to you
Use checklists

19. Self-Monitoring Strategies
What is it: student can evaluate how they are doing, feeling, etc.
How it looks: Surprise at a bad grade, lack of awareness of how actions impact self and others
Determine which behavior to increase vs decrease
Positive affirming statements
Behavior CICO

20. Planning and Prioritizing Strategies
What is it: skills to help determine, focus and work toward goals
How it looks: cannot decide where to start, difficulty with steps
Create “to-do” lists
Eliminate distractions (as much as possible)
Time management

21. Task Initiation Strategies
What is it: ability to initiate tasks without significant hesitation
How does it look: asking to go to restroom/drink frequently, freeze up when asked to get started – avoidance
Have schedule with timer
Create a beginning point that is consistent daily

22. Organization Strategies
What it means: ability to keep track of things physically and mentally
How it looks: cannot keep train of thought, messy bookbag, cannot locate assignments, loses things
Use a planner/organizer
Create a timed scheduled – visually available
Have them organize their things periodically rather than once a day

31. Training Module 9 of 10: Executive Functioning
Questions, Resources, Thoughts, Concerns, Putting it into Practice