Executive Function Disorder

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Executive Function Disorder Day two

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Executive Function Disorder. Day two. In every person, even in such as appear most reckless, there is an inherent desire to attain balance. -- Jacob Wasserman German Author (1873-1934). Figure 1.1: The Two Strands of Executive Function. The Executive Skills. - PowerPoint PPT Presentation

Transcript of Executive Function Disorder

Page 1: Executive  Function Disorder

Executive Function Disorder

Day two

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In every person, even in such as appear most reckless, there is an inherent desire to attain balance.

-- Jacob Wasserman German Author (1873-1934)

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Figure 1.1: The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

• Goal-Setting• Planning/Strategizing• Sequencing• Organization of Materials• Time Management• Task Initiation• Executive/Goal-Directed Attention• Task Persistence• Working Memory• Set Shifting

The Social/EmotionalRegulation Strand

• Response Inhibition (AKA: Impulse Control)• Emotional Control• Adaptability

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Prevention #2: It all starts with . .

‘Goodness of Fit’ (Greene & Ablon’s ‘Transactional Perspective’)

Kids’neuro-developmentalprofiles

The settings in which they must operate

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An essential fact from Kaufman’s research:

80% of office referrals come from 11% of teachers . . .

Why????

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Neuropsychological fact 1: When individuals engage in any act of self-control, they become depleted and have less self-control available for subsequent acts of self-regulation (Baumeister et al, 2007).

Neuropsychological fact 2: Self-regulatory systems can be ‘recharged’ by putting people in a positive mood (happiness, relaxation, etc.)

Goodness of fit: Recharge depleted self-regulatory systems

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Under- vs Over-Arousal of the Cortex:Implications for Social/Emotional Functioning

Under-arousal: Associated with extroversion, & ADHD Conduct Disorder Over-Arousal:

Associated with introversion and internalizing disorders (i.e., anxiety and depression)

Hale & Fiorello, 2005

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Good deeds change brains

Some research has shown that thinking about some else’s problems lights up the same part of the brain that gets activated when we reflect on our own, while compassion registers in the brain’s pleasures zones.

And in the same way that it pays to eat broccoli several times a week, research suggests that you’ll be healthier and happier after offering up regular servings of compassion. Some studies suggest that five acts of altruism a week can substantially improve mood.

theglobeandmail.com

On a neurological level, it is far better to give than receive.

IMPLICATIONS FOR TEACHERS AND SCHOOL-BASED CLINICIANS?

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Teaching

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Teaching Self-Regulation

Modeling and having kids practice the power of . .

SELF-TALK

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Start with demystificationBefore demystification: Why does everybody hate me all the time?

Why do I freak out so easily and piss everyone off?

After demystification: You mean I’m not a horrible jerk? I just get angrier easier than other kids, and need to learn to control this better?

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Teaching Self-DistractionTeacher should model via role play and ‘think alouds’ how to . .

Cope with the annoying behavior of others

Cope with/set aside bothersome thoughts

Cope with/set aside self-defeating emotions

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The ‘ZIPPER’ strategy for avoiding/managing conflict

Z – Zip Your mouth Stop and take a deep breath!

I – Identify the problem What do I need? What’s the problem?

P – Pause Take a moment to calm down before doing anything!

P – Put yourself in charge Take control of my actions

E – Explore choices What could I do? (E.g., walk away, change the subject, take a deep breath, ask an adult for help, etc.)

R – Reset Pick an option

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For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help.

That’s it.

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Behavior Management Strategies for Kids with SR Weakness

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The amygdala: Our primary source of:

FIGHT Flight&

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What’s the worst way to respond to an amygdala hijack?

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Responding effectively to ‘amygdala hijacks’

1. Approach low and slow!!

2. Stay nearby, but say little (raging amygdale make lousy conversational partners . . )

3. First change the body, than change the mind (or . . ‘first walk, than talk’)

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Manage the energy and frustration levels of kids with EFD by . .

Picking academic and social ‘battles’ very carefully

Teacher: John, I know you’re tired from the field trip and bus ride, but the school day isn’t over for another hour and you’ve got to write at least one paragraph on your field trip reflection sheet.

John: What? Forget it – I’m not doing it! Just give me a zero.

Teacher: Then I guess your choosing to stay with me after school today until you get it done. I’m not fooling around with this.

John: $%$#@ it! I don’t care!

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Key Behavior Plan Elements

1. Specification of target behaviors (one or two, tops . .)2. FBA (Hypotheses about the function of target

behaviors)3. Accommodations (to improve goodness of fit

between a child and his learning/social environment)4. Skill building (training of replacement behaviors)5. Motivational elements (reinforcers and

consequences)

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Pick one behavior at a time, at one time of the day

• Kids with EF deficits can’t change all problem behaviors at once.

• If calling out is a major problem, than focus on hand raising first, targeting the most problematic time of the day. Than add other times/settings as the student is successful.