1. Gregory L. Koch, Ph.D. Center for Learning and Behavioral Solutions, Inc. Tel: (949) 654-2424 www.C4L.net www.C4L.net

2. Lack of motivation on the student’s part should be our last explanation, not our first.

3.  Planning  The ability to create a roadmap to reach a goal/complete a task.  Making decisions about what is and isn’t important to focus on.  Organization  The ability to arrange or place things according to a system  Time Management  The capacity to estimate how much time one has, how to allocate it, and how to stay within these time limits/deadlines. 3

4.  Working Memory  The ability to hold information in mind while performing complex tasks.  The ability to draw on past learning experiences to apply to the situation at hand or to project problem-solving strategies into the future  Metacognition  The ability to stand back and take a bird’s-eye view of oneself in a situation, observing how one problem solves, self- monitors, and self-evaluates (i.e., asking yourself, “How am I doing?” or “How did I do?) 4

5.  Response Inhibition  The capacity to think before one acts, which allows one the time to evaluate a situation and how one’s behavior might impact it  Self Regulation of Affect  The ability to manage emotions in order to achieve goals, complete tasks, or control and direct one’s behavior  Task Initiation  The ability to begin a task in timely fashion, without procrastination 5

6.  Flexibility  The ability to revise plans in the face of obstacles, setbacks, new information, or mistakes.  Adapting to changing conditions Goal-directed Persistence  The capacity or drive to follow through in order to complete a goal and not be put off by other demands or competing interests 6

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8.  Front 1/3 of Brain  Consists of a number of key structures  Dorsolateral Prefrontal Cortex  Largely involved in executive function  Last area to develop myelinate in brain  Planning, organizing, prioritizing, managing time, initiating, transitioning, finishing, switching set  Important to Working Memory 8

9.  The frontal lobes are the last brain structure to fully mature  This maturational process isn’t complete until early adulthood  Some individuals have deficits in executive function that do not normalize with age  ADHD is commonly associated with deficits in frontal lobe functioning  Adults deal with their child’s deficits in frontal lobe functioning by externalizing the abilities associated with healthy frontal lobe functioning 9

10.  The following slides discuss expectations for the typical child in a given age range  Your child may or may not be a part of this average group  Some children exceed these expectations and some will not yet meet them  Our job as parents and as teachers is to align our expectations with each child’s level of executive function  It’s very important to remember this point whenever teachers are talking about their expectations for a given grade level group 10

11.  Run errands (two to three step directions)  Tidy bedroom or playroom  Perform simple chores, self-help tasks; may need reminders (i.e. make bed)  Bring papers to and from school  Complete homework(20-minute maximum)  Decide how to spend money (allowance)  Inhibit behaviors: follow safety rules, don’t swear, raise hand before speaking in class, keep hands to self 11

12.  Run errands (may involve time delay or greater distance, such as going to a nearby store or remembering to do something after school)  Tidy bedroom or playroom (may involve vacuuming, dusting, etc.)  Perform chores that take 15-30 minutes (clean up after dinner, rake leaves)  Bring books, papers, assignments to and from school 12

13.  Help with daily chores/occasional tasks (i.e. empty dishwasher, rake leaves, shovel snow); tasks may take 60-90 minutes to complete  Baby-sit younger siblings  Use system for organizing schoolwork, including assignment book, notebooks, etc  Follow complex school schedule involving changing teachers and changing schedules  Plan and carry out long-term projects, including tasks to be accomplished and reasonable timeline to follow; may require planning multiple large projects simultaneously  Plan time, including after school activities, homework, family responsibilities; estimate how long it takes to complete individual tasks and adjust schedule to fit  Inhibit rule breaking in the absence of visible authority 13

14.  Does your child get enough sleep?  A tired child will often tend to have more executive function lapses  According to the National Sleep Foundation, children ages 5 to 12 need 10-11 hours of sleep per night. 14

15.  Sample Routine  A light snack  A bath or shower  Put on Pajamas  Brush teeth  Read a story  Make sure the room is quiet and at a comfortable temperature (more cool than warm)  Be Careful with:  Bright light  Electronics (blue wave light tricks our brain into thinking it is daytime and reduces melatonin production) 15

16.  Aerobic exercise enhances executive function  Improves focus  Reduces impulsivity  Stimulates Brain Derived Neurotrophic Factor (BDNF), which helps memory by promoting the health of nerve cells.  Reduces anxiety and improves mood  Improves quality of sleep at night  The importance of healthy eating in promoting body and brain development and improving concentration has long been established. When executive function waivers, make sure your child isn’t hungry and encourage healthy eating 16

17.  Physical and Social Environment  Survey these environments to determine if there are any impediments to smooth executive function or if anything can be added to facilitate executive function  Where does child sit in classroom and at home?  Is the teacher and you as a parent structured or unstructured in your approach?  Consider removing electronics (computers, tablets, television) from child’s room since it is too difficult to supervise, particularly as children get older  Have children turn in their phones and handheld electronic devices once bedtime rituals begin. 17

18.  Changing the Way Adults Interact with Students  Increase level of supervision, support, and cueing  Try to involve child in process of how adult will support the child  Examples of Cuing  Verbal prompts (reminders)  Visual cues  Schedules  Lists 18

19.  Initially the parent becomes the external frontal lobes of their child  They provide a plan, an organizational scheme, and a specific set of directions  They monitor performance  The provide encouragement, motivation, and feedback about the success of the approach  They problem solve when something doesn’t work  They determine when the task is completed 19

20.  Fading Support and Supervision for the Child  After child has been walked through the process several times, support and supervision can be gradually reduced  Instead of providing direct supervision, a list can be created, or picture cues, or an audiotape  Motivate the child to use executive function skills already within his repertoire  Use praise and recognition when an executive function skill is used  Incentive systems are also helpful 20

21.  The level of executive function support required by a child depends entirely on the individual child  Some children will require significant executive function support through adolescence  If you have difficulty with your own executive function, consider enlisting the help of your spouse, a family member, or a tutor or educational therapist 21

22.  Supporting your child’s executive function is a process not an event. It requires endurance, persistence, and vigilance on the part of parents and at times will seem like a thankless and endless task  However, your efforts will eventually be rewarded and the alternative—hoping your child will develop better executive function through the maturation process and without support—is highly problematic and can result in chronic underachievement 22

23.  Build systems and Routines  Create schedules, whether for the classroom or at home so children have a predictable routine  Whether handing in papers or storing materials and backpacks, have set locations  Even it there is an online system for homework reminders, encourage students to write it down or take a picture of what is assigned  Have frequent desk, notebook, and backpack checks. Don’t assume that once a month or once a quarter will be sufficient 23

24.  Establish point systems so that students are rewarded for having their materials and being prepared and writing down their homework  Stamps work well in this regard  If a particular student has executive function challenges, personally ask him/her for the homework and, if necessary, problem solve on a daily basis  The same applies for writing down homework—a quick check at the end of class takes very little time 24

25.  Modeling good executive function is a powerful teacher  Even more effective is to break down your executive function practices into pieces so that students can learn the process bit by bit  Verbalize these practices for students—thinking out loud as you model organizational, note taking, and reminder systems.  Be patient. When you get discouraged and want to give up, instead think of breaking down systems into even smaller parts and guide your student through the process, giving lots of positive reinforcement. 25

26. Website: Center on the Developing Child- Harvard University http://developingchild.harvard.edu/resources/t ools_and_guides/enhancing_and_practicing_exec utive_function_skills_with_children/ Book: Executive Skills in Children and Adolescents, Second Edition: A Practical Guide to Assessment and Intervention (Dawson and Guare 2010) 26