1. Executive Functions Neighborhood House Charter School, Fall 2010 Leila Meehan, M.A. CAGS, BCBA

2. Brainstorming Activity O Write down all the skills your students need to be successful in your classroom O Keep these for later

3. What is Executive Function? O Higher order mental processes O Executive function (EF) is an umbrella term that incorporates a collection of inter-related processes responsible for purposeful, goal- directed behavior (Gioia, Isquith, & Guy, 2001).

4. Executive Functions are compared to a… O CEO O Head Chef O Conductor O Director

5. Specific Skills O Planning – creating a roadmap to reach a goal and make decisions about what is important O Organization – the ability to design and maintain systems for keeping information or materials O Time Management – capacity to estimate time, allocate time and sense that time is important O Working Memory – ability to hold while performing complex tasks O Metacognition – ability to take a birds eye view of oneself – self monitoring, self evaluate, reflect on your actions

6. “Behavioral” Executive Skills O Response Inhibition – capacity to think before you act O Sustained Attention – capacity to attend to a situation in spite of distraction, fatigue or boredom O Emotional Control – ability to manage emotions in order to achieve goals, complete tasks and control behavior O Task Initiation – ability to begin a task without undue procrastination O Flexibility – ability to revise plans in the face of obstacles, setbacks, new information, or mistakes O Goal Directed Persistence – drive to follow through with tasks towards completion of a goal

7. Activity Part 2 O Sort your sticky note words into the executive function “categories”. O Discussion: Was it easy or hard to choose where the sticky notes belonged? How many of those skills do you expect your students to come into school with?

8. Where are these skills? O In your prefrontal cortex! O Decision making, planning, initiation, anticipation, impulse control O Higher order thinking

9. Development of Executive Function Skills O They are not present at birth O Develop over time, similar to language acquisition O Influenced by BOTH genetic factors and environmental factors O Begin to emerge in infancy – but don’t fully develop until mid to late adolescence

10. Where do poor executive skills come from? Environmental O Lack of exposure to positive practices O Lack of opportunities to practice O Emotional trauma– ie. Anxiety, fear, sadness O According to Sarah Ward “Low Road Processing” happens in the subcortex O Involves the shutting down of the higher processes of the mind O Leaves individuals in a state of rigidity, emotional intensity, impulsivity, lacking self reflection and empathy

11. Who else is at risk for having Executive Function difficulties? Neurological O ADD/ADHD O Autism Spectrum O Traumatic Brain Injury O Central Auditory Processing Disorder O Language Processing Disorder O Learning Disabled O Weak cognitive functioning

12. What does this look like in real life? Examples for Middle School Age Students O Help out with chores around the home, including both daily responsibilities and occasional tasks (e.g., emptying dishwasher, raking leaves, shoveling snow); tasks may take 60—90 minutes to complete. O Baby-sit younger siblings or for pay. O Use system for organizing schoolwork, including assignment book, notebooks, etc. O Follow complex school schedule involving changing teachers and changing schedules. O Plan and carry out long-term projects, including tasks to be accomplished and reasonable timeline to follow; may require planning multiple large projects simultaneously. O Plan time, including after school activities, homework, family responsibilities; estimate how long it takes to complete individual tasks and adjust schedule to fit. O Inhibit rule breaking in the absence of visible authority. From: Executive Skills in Children and Adolescents : A Practical Guide to Assessment and Intervention, by Peg Dawson and Richard Guare

13. Great News!!!! O Executive Function Skills CAN BE TAUGHT O The best remedy for executive function deficits is to directly teach the skill O Repeated Practice O Consistent Methods

14. Closing Activity O What are some strategies you already use that teach or support executive skill development? O What are some new strategies that you could use to directly teach to your students?