1. Parent and Teacher Resource Modules

2. Why are we here? Jan 2007 – HCPSS leaders and community members met to assess existing resources for students with LD/ADHD May 2008 – LD/ADHD Committee reported findings to the Board of Education. Recommendations included: –System leadership for the effort –Development of resources & training for parents –Systemic dissemination of strategies and resources 2008-2009 - LD/ADHD Design Team created

3. LD/ADHD Initiative

4. Banner Question “How do we support the classroom teacher delivering best practices in instruction and behavioral intervention for students with learning and/or behavioral needs?”

5. How did we get here? 2009-2011 – Parent resource modules were developed and piloted. 2011- 2012 - LD/ADHD Design Team Professional Development Committee adapted these modules into a series of teacher resource modules.

6. Who are we talking about? All 21 st Century Learners (Rodgers, Runyon, Starett, Von Holzen, 2006) Students displaying learning and/or attention challenges Students identified with an educational or medical disability: IEP, 504, Action Plan

8. Lend Me Your Frontal Lobe Session One

9. Outcomes Understand the creation of the Executive Functions Modules Learn the definition of executive functions Identify characteristics of executive functions Develop awareness of the development of executive skills Review definitions of learning disabilities, ADHD and autism

10. Anticipation Guide Answer True (T) or False (F) to the following statements: 1. Students finish developing executive functions around age 12. 2. Executive functions are controlled by the parietal lobe of the brain. 3. Executive skills can be taught or strengthened. 4. Executive dysfunction is present only in students with disabilities. 5. Meta-cognition is a necessary component of executive functioning.

11. Level of ImpactEvidenceTraining Method AwarenessArticulate a general concept Stand and deliver Conceptual understanding Clearly articulate a concept Modeling/ Demonstration Skill acquisitionUse skills in structured setting Practice in simulated situation with feedback Application of skillsFlexibly use skillsReal cases with coaching Model For Adult Learning Joyce & Showers, 1980,1992 Rosenfield & Gravois,1996

12. Executive functions can be defined as… a collection of processes that are responsible for guiding, directing and managing cognitive, emotional and behavioral functions, particularly during novel problem solving. Definition of Executive Functions

13. Where are executive functions located?

14. Where are executive skills located? Executive Functions

15. How are executive skills developed?

16. Executive skills develop… through a process called myelination. Myelin acts as insulation for nerves, increasing the speed with which nerve impulses are transmitted. The faster the impulse, the better the skill.

17. All skills, including executive skills, improve with practice… The more you practice, the better the skill. Practice also makes the task less effortful.

18. Source: Weintraub et al. (2011) Birth Age (Years) 507080 Skill proficiency 3515253010 Development of Executive Functions

19. Students may have weaknesses in one or more executive functions but not have a disability. Executive skills are not typically fully developed until the age of 25.

21. Until executive skills are fully developed in students, parents and teachers act as “surrogate” frontal lobes. Three primary ways to develop executive skills: 1.Change the environment to reduce the impact of weak executive skills. 2.Teach and model executive skills. 3.Use incentives to get students to use skills that are hard for them.

22. Executive Functions serve as a Cognitive Conductor The conductor or “master control” for all higher order and basic information processing. The brain’s master control and command system.

23. Do you know your executive functions? In groups of 2-3, match the nine executive functions with their definitions.

24. What do executive function weaknesses look like in your students?

25. What is a Learning Disability? Brain 'processes' information differently Certain kinds of information get stuck or lost while traveling through the brain. Causes a 'discrepancy' between ability and achievement.

26. What is Autism? “Developmental disability that impacts development in the areas of verbal and non-verbal communication social interactions leisure or play activities”

27. What is ADHD? Characterized by developmentally inappropriate inattention impulsivity hyperactivity

28. What is a typically developing student?

29. Anticipation Guide Answer True (T) or False (F) to the following statements: 1. Students finish developing executive functions around age 12. 2. Executive functions are controlled by the parietal lobe of the brain. 3. Executive skills can be taught or strengthened. 4. Executive dysfunction is present only in students with disabilities. 5. Meta-cognition is a necessary component of executive functioning.

30. Next Steps Executive Skills Questionnaire