ExecutiveFunctioning

MadhuBoland,PhDMindW

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WhatisExecutiveFunctioning?

Ê  Thesearetheskillsoneneedstoexecuteorperformataskfrombeginningtoend.

Ê  ExecutiveFunctioning(EF)skillsdeterminehowwellourchildrencancompletesimpletaskssuchascleaningtheirroom,gettingreadyforschoolinthemorning,rememberingtobringallthematerialstheyneedtocompletetheirhomework,rememberingtoturninhomeworkthattheyhavecompleted,notwaitinguntilthenightbeforetostudyforatestorstarttheirscienceproject.

Ê  EFskillsaredirectlyrelatedtohowmuchexternalsupportourchildrenrequiretocompletethesetasks.

MindWellPsychology

ExecutiveFunctioningSkills

Ê  Planning/Prioritization

Ê  Organization

Ê  TimeManagement

Ê  WorkingMemory

Ê  TaskInitiation

Ê  SustainedAttention

Ê  Goal-directedPersistence

Ê  Flexibility

Ê  ResponseInhibition/BehaviorControl

Ê  EmotionalControl

Ê  Metacognition

MindWellPsychology

DefinitionofExecutiveFunctioningSkillsinOrderofDevelopmentalProgressionSmartbutScatteredbyPegDawsonandRichardGuare

Ê  ResponseInhibition:Thecapacitytothinkbeforeyouact.Resisttheurgetosayordosomethingbeforeyouhavetimetoevaluateasituationandtheimpactofone’sbehavior.

Ê  WorkingMemory:Abilitytoholdinformationinmemorywhileperformingtasks.Abilitytofollowmulti-stepdirections.Abilitytouselearningfrompastexperiencesandapplytocurrentorfuturesituation.

Ê  EmotionalControl:Abilitytomanageemotionsinordertocontrolbehaviorandcompletetasks.Recoverquicklyfromdisappointments,manageanxietytomotivateinsteadofprocrastinate.

MindWellPsychology

DefinitionofExecutiveFunctioningSkillsinOrderofDevelopmentalProgression(continued)SmartbutScatteredbyPegDawsonandRichardGuare

Ê  SustainedAttention:Thecapacitytokeeppayingattentiontoasituationdespitedistractions,beingtiredorboredbythetaskathand.

Ê  TaskInitiation:Abilitytogetstartedwithminimalprocrastinationandinatimelyandefficientmanner.

Ê  Planning/Prioritization:Abilitytoknowwhatstepsareneededtoreachagoalorcompleteatask/project.Abilitytofocusonwhat’simportantandputthestepsinorderoftheirimportance.

Ê  Flexibility:Abilitytochangeorreviseaplan.

MindWellPsychology

DefinitionofExecutiveFunctioningSkillsinOrderofDevelopmentalProgression(continued)SmartbutScatteredbyPegDawsonandRichardGuare

Ê  Organization:Abilitytokeeptrackofinformationandmaterials.Capacitytocreateandmaintainsystemsforongoingorganization.

Ê  TimeManagement:Capacitytoestimatehowmuchtimeonehas,howtouseyourtimewisely,howtokeeptoadeadline.Haveasenseoftimeandurgency.

Ê  Goal-directedPersistence:Capacitytosetgoalsandstickwiththemtotheendwithoutgettingdistractedordiscouraged.

Ê  Metacognition:Abilitytostandbackandself-monitorandself-evaluateyourperformance.

MindWellPsychology

TheHumanBrainandExecutiveFunctioning

MindWellPsychology

TheRoleofNatureVs.NurtureinEF

Ê  Theblueprintforbraindevelopmentbeginsbeforebirthandisdictatedbygenes–Nature

Ê  Braingoesthroughrapidgrowthfrombirthtoaboutsixyearsandthenpruningorgettingridofconnectionsthatarenotused(“useitorloseit”)–Nurture

Ê  Executiveskillsdon’tdevelopevenlyandbothnatureandnurtureplayarole.Don’texpectyourchildrentolearnthroughosmosisandobservationalone.Executiveskillscanbetaught.Usetheirstrengthstosupporttheirweakness.Practicemakesperfect.

Ê  FrontalLobestaketimetodevelopanddon’tfullymatureuntilyourmid-twenties.Lastpartofyourbraintomature

MindWellPsychology

EFandlearning/attentionissues

Ê  ADHD

Ê  LearningDisabilities

Ê  Mood/AnxietyDisorders

Ê  ODD/ConductDisorders

Ê  AutismSpectrumDisorders

Ê  OtherMedicalandNeurologicalDisorders(FAS,TBI)

MindWellPsychology

EFdeficitsandemotions/behavior

Ê SelfMonitoring:lackofawareness

Ê SelfRegulation:emotionallability

Ê SelfControl:actingwithoutthinking,actingonemotions

Ê SelfDetermination:lackofpersistence,easilyoverwhelmed

MindWellPsychology

DevelopmentalTasksRequiringExecutiveSkills:Preschool

Ê  RunSimpleErrands(e.g.,getyourshoesfromthemudroom)

Ê  Performsimplechoresandselfhelptaskswithreminders(i.e.brushteeth,getdressed)

Ê  Inhibitbehaviors:don’ttouchahotstove,runintothestreet,snatchatoyfromanotherchild,hit,bite,etc.

MindWellPsychology

DevelopmentalTasks:K-Grade2Ê  Bringpaperstoandfromschool

Ê  Completehomeworkassignments(20minutesmaximum)

Ê  Inhibitbehaviors:followsafetyrules,don’tswear,raisehandbeforespeakinginclass,keephandstoself

Ê  Tidybedroomorplayroom

MindWellPsychology

DevelopmentalTasks:Grades3-5

Ê  Performchoresthattake15-30minuteslong(vacuuming,dusting)

Ê  Keeptrackofbelongingswhenawayfromhome

Ê  Completehomeworkassignments(1hourmaximum)

Ê  Keeptrackofchangingdailyschedule(differentactivitiesafterschool)

Ê  Inhibit/self-regulate:behavewhenteacherisoutofclassroom,refrainfromrudecommentsorbadmanners

MindWellPsychology

DevelopmentalTasks:Grades6-8

Ê  Usesystemfororganizingschoolwork;includingassignmentbook,notebooks,etc.

Ê  Followcomplexschoolscheduleinvolvingchangingteachersandchangingschedules

Ê  Planandcarryoutlongtermprojects,includingtaskstobeaccomplishedandreasonabletimelinetofollow;mayrequireplanningmultiplelargeprojectssimultaneously.

MindWellPsychology

DevelopmentalTasks:HighSchool

Ê  Manageschoolworkeffectivelyonadaytodaybasis,includingcompletingandhandinginassignmentsontime,studyingfortests,creatingandfollowingtimelinesforlongtermprojects,andmakingadjustmentsineffort,andqualityofworkinresponsetofeedbackfromteachersandothers(i.e.gradesontests,papers).

Ê  Establishandrefinealongtermgoalandmakeplansformeetingthatgoal.

MindWellPsychology

WhatDoExecutiveSkillWeaknessesLookLikeatHomeandSchool?

Ê  Actswithoutthinking

Ê  Interruptsothers

Ê  Upsetbychangeinplans

Ê  Hastroublemakingdecisions

Ê  Talksorplaystooloudly

Ê  Actswildoroutofcontrol

Ê  Getsoverlyupsetabout“littlethings”

Ê  Doesn’tnoticeimpactofbehavioronothers

Ê  Choses“funstuff”overhomeworkorchores

Ê  Findsithardtofigureouthowtogetstarted

Ê  Forgetsdirections

Ê  Forgetstobringmaterialsbackandforthbetweenhomeandschool

Ê  Runsoutofsteambeforefinishingwork

Ê  Losesormisplacesthings

Ê  Messydesk/room/backpack

Ê  Sloppywork

Ê  Leaveslong-termassignmentorchoresuntillastminute

Ê  Isn’tabletothinkaboutorworkonmorethanonethingatatime

Ê  Findsithardtoincorporatefeedback

MindWellPsychology

EFdifficultiesareoftenmisunderstood

Ê  She’sspoiled

Ê  He’slazy

Ê  Shedoesn'tcare

Ê  He’sajerk

Ê  Hewon’t

Ê  He’sawuss

Ê  There’saproblemwiththeparents

MindWellPsychology

HelplessHarry

Ê  Encouragement

Ê  Structuretheirindependentwork(You’lltryfor5minutes,thenI’llcomecheck)

Ê  Givethemafallback(Ifyoutry3timesandstillcan’tgetit,putastarnexttoitandwe’lllookatittogether)

Ê  Iftheybecomeupset,donotrushintosolvetheproblem.Reflectontheirfeelings(Thisishardforyou,itcanbefrustrating)thenreinforcetheirindependence(JustkeeptryingandI’llbetherein3moreminutes)

Ê  Reinforce/rewardeffortratherthancorrectanswers

AtHomeandSchool

MindWellPsychology

DistractedDan

Ê  Youprovidethestructureandmakeitcleartothem

Ê  Setacleargoal:Alineunder5spellingsentences,acoloredboxaround10mathproblemsonsheet,astickytabonthirdpageofreading

Ê  Useatimertohelpkeepthembeawarethatyouwillbebackin5or10minutesandexpecttoseeprogress

Ê  Havethemreviewtheworkforcarelesserrorspriortoyoureviewing;gettingarewardwhentheyreviewandFINDerrors

Ê  Implementahomeworklogwhichteachersignsconfirmingassignmentshavebeenwrittencorrectlyandyousignaftertheyarecompletedathome

AtHomeandSchool

MindWellPsychology

SpecificTeachingRoutines

MindWellPsychology

GeneralGuidelinesforDevelopingInstructionalRoutinesforYoungerChildren•  Keepthemshort•  Reducethenumberofstepsinvolved•  Usepicturesascuesratherthanwrittenlistsorinstructions•  Bepreparedtoprovidecuesandsupervision,andinsomecasesaiding

thechild,sidebysideGeneralGuidelinesforDevelopingInstructionalRoutinesforOlderChildren•  Makethemfullpartnersinthedesignoftheroutine,selectionof

rewards,andtroubleshootingthatmayhelpimprovetheroutine•  Bewillingtonegotiateratherthandecide•  Wheneverpossible,usevisualcuesratherthanverbalcues(sincethey

cansoundlikenaggingtoanolderchild)

PartOne:DevelopingSelfAwareness

Ê  Helpingourkidsbecomemindful,“KnowThyself”--Socrates

Ê  Increasingmetacognitiveawareness

Ê  “StopandStepback”

MindWellPsychology

TeachingSelfAwareness:Labelthefeeling,notthechild

Ê  Feelingsarenotwrong

Ê  Labelshurt,labelslaststupid bossylazy worrywartprincess unmotivatedbrain spaceybrat spoiledfussy stubbornspaz thin-skinned

MindWellPsychology

Whylabelourkid’sfeelings?

Ê  Toteachselfawareness—sotheycanrecognizetheirownemotions

Ê  Toincreasemetacognition

Ê  Toconnectwiththem

Ê  Itbringsrelief

MindWellPsychology

PartTwo:TeachCopingskills

WhenEFisimmature,peopletendto:

1.  Getemotionallyflooded

2.  Withdraw/shutdown

3.  Lashout

4.  Trytoescape

MindWellPsychology

Developingfrustrationtolerance

Ê  Grit

Ê  Resilience

Ê  Perseverance

Ê  Effortishardwork!

Ê  Mistakesarepartoflearning

Ê  “It’sOKtofail”

MindWellPsychology

PartThree:EmotionCoaching

Ê  Timesofstressbringopportunitiesforcloseness

Ê  Labelfeelings,givefeedback,supportsolutions

Ê  Don’tsolvetheir

problemsforthem

MindWellPsychology

PartFour:OfferConstructiveFeedbackPraise–thecurseandtheblessing

Ê  Praiseactions,effort,choices

Ê  Praisewhatyouwantmoreof

Ê  UseDescriptivepraise

Ê  Don’toverdoit

Ê  Honorthechild’sperspective

MindWellPsychology

ComplaintsversusCriticisms

Ê  Criticism:You’resuchaslob!Youneverliftafingertohelpoutaroundhere

Ê  Complaint:ThereareSkylandersalloverthisfloor

Ê  Criticism:Youfailedbecauseyoualwaysblowoffstudying.Itoldyouso!

Ê  Complaint:Therewastoomuchx-boxandnotenoughstudyinglastnight.Howcanwemakesurethisdoesnothappenagain?

MindWellPsychology

PartFive:Modeling--Bethechangeyouwanttoseeinyourchild

Modelpositive“self-talk”Ê  Thisishard,butIcandoitÊ  I’mgoingtofacemyfearÊ  Icanstickwithit

NOT:-OhI’msostupid-Iamhorribleatthis-Ican’tstandthis!-Ineedadrink!

MindWellPsychology

Troubleshooting

Ê  Kidspressureustosolvetheirproblems

Ê  Kidspressureustorescuethem

Ê  Kidscandragusintotheemotional

vortexby‘catastrophizing’

Ourjobistohelpteachourchildrentheseskillsandnotdotheworkforthem.

Remember“UseitorLoseit”!

MindWellPsychology

ResourcesandWebsites

Ê  www.russellbarkley.org

Ê  www.understood.org

Ê  www.developingchild.harvard.edu

Ê  www.smartbutscatteredkids.com

Ê  www.ldonline.org

MindWellPsychology