Executive Function: Strategies for “Out of Sync” Behaviors Presentation by Kelly Mordecki,...

Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP

Executive Function:Strategies for “Out of Sync” Behaviors

Presentation by Kelly Mordecki, Ed.S., LPCLead Counselor, Office of Institutional Education

West Virginia Department of Education

March 20, 2014 and March 25, 2014

Executive Function: Strategies for “Out of Sync” Behaviors

Summary of Presentation given by Sarah Ward, MS, CCC/SLP at the Harvard Medical School Convention School Mental Health K-12 on

February 1, 2013


What is Executive Function?

In Mimetic-Ideational Information Processing, Executive Function is situational intelligence.

It is the “If______, then_____.”


Motivation :comes from imagining the emotion of the future.


If I finish this assignment early, then I will be happy because I can watch my favorite show tonight!

Situational Awareness

S.T.O.P.• Space- read the room. Where am I?• Time – get on a timeline. What is happening at this moment?• Objects – sense of organization. How are things organized?• People - read the person. What is the face, body, appearance, mood,

pace? What are they saying?


Prospective MemoryThe Time Horizon/Temporal Window

The ability to remember to do something in the future

Immediately Next Later In Awhile

• Tomorrow Coming Soon


Weakness of the Executive Function• When memory is not

self directed • There is a weakness in

the executive system and function

• Time blindness – unable to connect to the future


Development of the Time HorizonHow Far Into the Future can Children Anticipate?

• 2 Years Old: Now

• 3-5 Years Old: 5-20 minutes

• 1st Grade: Several hours

• 3rd Grade: 8-12 hours

• 12-16 Years Old: 2-3 days

• 17-23 Years Old: 2-3 weeks

• 23-35 Years Old: 3-5 weeks

• The shift from immediate to delayed gratification


A Visual Image of Task Execution


Temporal Window

“If….then….”

“What if …”

Spatial Distance

“Now”What is

Present State

Desired State- “Later” – Motivation Capacity (Somatic Marker): What is Wanted? How will I feel? Space Time Objects People

Give the Student “Future Glasses”

• Being able to “see” into the future…..

• “If ….., then…


Develops the skill of comparing planned vs. actual

• “See” into the future • Outcome


Operational Definition of the Executive Function Skills

Brain functions/skills that allows us to…• Demonstrate situational awareness• Predict possible outcomes and Recall past experiences• Generate a plan to achieve that outcome (even if it’s a novel event)• Initiate appropriate actions and or responses to situations and Inhibit• Monitor in an ongoing manner the success or failure of one’s behavior

(planned vs. actual)• Modify performance based on self monitoring and situational awareness

of expected and unexpected outcomes• Shift flexibility between activities


Passage of Time

Developmental List of Executive Function Skills

From Executive Function Skills in Children and Adolescents, by Peg Dawson and Richard Guare

Grades 6-8• Help with chores, including daily and occasional tasks; tasks may take 60-

90 minutes to complete• Use system to organize school work like assignment book, notebooks,

follow complex school schedule involving changing teachers and changes schedules

• Plan and carry out long term projects, to be accomplished with a reasonable timeframe to follow, may require planning

• Inhibit rule breaking in the absence of visible authority


Developmental List of Executive Function Skills

From Executive Function Skills in Children and Adolescents, by Peg Dawson and Richard Guare

High School• Manage school work on a daily basis, complete and turn in assignments on time,

study for tests, create and follow timelines for long term projects, make adjustments in effort and quality of work in response to feedback from instructors

• Establish and refine a long-term goal, make decisions for meeting the goal, goals beyond high school require planning, participate in extracurricular activities, sign up for SAT or ACT, apply for college, look for and plan for employment after high school

• Make good use of leisure time, including employment or recreational activities• Inhibit reckless and dangerous behaviors


Ages and Stages: Key Shifts in Development

It takes the Executive Function 3 decades to reach full maturity!

• Shift from External to Internal (mentally represented) events

• Shift from the Temporal Now to the Hypothetical Future

• Shift from Immediate Gratification to valuing the Delayed Consequences

• Shift from being Controlled by others to Self Regulation


CREATE THE MENTAL MINDSET OF PLANNING WITH THE END IN MIND

The Ultimate Goal?


Give the Child Future

Glasses!

Inferencing SkillsWorking toward “Gestalt”

• The brain is holistic, parallel, and analog, with self-organizing tendencies


http://en.wikipedia.org/wiki/Holism

• Gestalt - the principle maintains that the human eye sees objects in their entirety before perceiving their individual parts.

See the final picture first


In the Classroom

Working toward the “big picture”


Get Ready Do Done

Get Ready

S Strategies/Sheets

M Materials

A Art Supplies

R Reach Out/Resources

T TechnologiesAdapted from Original Presentation by Sara Ward, M.S.,

CCC/SLP

Use Your SMARTs!


GraphicOrganizers

Handouts

Flash cards

Editchecklist

Pencils

Books

Binders

Text Book

Class Notes

Calculator

Glue

Crayons

Markers

Colored Pencils

Scissors

Teacher

Parent

Classroom

School Website

Flash Drive

Post Google

DocsEmail teacher

Internet

Specific Program

Strategies/ Reach Out/ Sheets Materials Art Supplies Resources Technologies

Handling Students who Get Stuck


Have the Work Space Match the White Board

S Strategies/Sheets

M Materials

A Art Supplies

R Reach Out/Resources

T Technologies


Stop and Put Away/Done

Stop and Put Away/DoneDO

Before I Get Started:Create My Space


Making the Work Space Match the White Board

Work SpaceWork Space


Get Ready

Materials

DOActions

Future Sketch of the Goal

DONE

Use post it notes on desks to help students remember procedure!

Sensing the Passage of Time


A wall clock helps students visualize time passing……

Have Analog Clocks in the room• Make sure they are not Roman Numeral!

• Make sure they are at eye level of the student.

• Have a wall clock and a WORKING clock. Try putting Magnet strips on the back of the Clock so it can stick to a magnetic whiteboard.

Drawing Time: Create Time Zones


• Draw How Much Time the student has

• Create Time Markers

• Identify/sketch the “Future Picture Image”: If everything goes your way what will it look like?

• Make sure to state over and over: “Factor in time for _______” gathering materials, the computer to boot, equipment, etc.

• Mark the start time and the stop time

• Mark a “time check” at the ½ way point

½ way

Start

Stop

Managing Time RobbersIdentify – Remove – Re-Plan

• Am I thirsty, hungry, tired….?• Where are my assignments and papers?• Are my papers/binders messy?• Where are my materials?• I don’t have a plan for how to do this.


I don’t know how to start…. I can’t decide what to do…no goal…. I am trying to do too much…. I’m trying to make it perfect.

I’m distracted by the computer or other electronic.

I’m socializing. I’m jumping from task to task. I forgot what the assignment was asking me to

do. I’m going in a different direction.

Me/My Organizer

My Scope

My Focus

What did the time robber steal from….

½ Way Check Point


½ way

Am I half way done?• Am I still focused on the goal?• Has my priority changed?• Am I still answering this question?

Any time robbers?• Identify• Remove• Re-Plan

Do I need a faster or a slower pace?

Picture the End Result FIRSTReady – Do - Done


Stop

Recommended Reading on Executive Function Skills and Related Disorders


Presentation adapted by Kelly Mordecki, Ed.S., LPCLead Counselor, Office of Institutional Education Programs

West Virginia Department of Education

from PowerPoint by Sara Ward, M.S., CCC/SLP

Presented at the Harvard Medical School ConferenceK-12 School Mental Health on February 1, 2013


Executive Function: Strategies for “Out of Sync” Behaviors Presentation by Kelly Mordecki,...

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