Handout Copy Exec Functioning SST 2 FINAL on 8 13 15.Pptx
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7/29/15 THE DOG DIDN’T EAT MY ACTIVITY HOMEWORK: Listen carefully, instructions will only be given UNDERSTANDING EXECUTIVE once… FUNCTION Tracy Mail Wendy Szakacs State Support Team – Region 8 OCALI Regional Consultant Cuyahoga Falls, OH Northeast/Eastern OH IN THE WORLD BEYOND SCHOOL… SEVEN ESSENTIAL LIFE SKILLS In college? At work? Focus and self-control What are the characteristics Perspective taking Communicating of a successful independent Making connections learner and productive citizen? Critical thinking Taking on challenges At home? In Self-directed engaged learning relationships? Mind in the Making, http://www.mindinthemaking.org/7-essential-skills/ Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 1 7/29/15 “The best predictor of kids' academic success SUCCESS IN SCHOOL might not be how many letters they recognize Top 10 Skills as identified by a survey of 8,000 teachers by age 3 or how high they can count by age 4, but how willing they are to persist at Ask for help • Listen to others • challenging tasks and how well they plan Get along with others • Follow the steps • ahead, pay attention, remember and follow Stay calm with others • Follow the rules • instructions, and control their impulses Be responsible for your • Ignore distractions • and emotions.” behavior • Take turns when you talk Amy Wang, Preschool Children Can Have Fun Building the Crucial • Do nice things for others Life Skill of Self-Regulation (Elliot & Grisham, 2006) PREPARES YOUNG PEOPLE FOR SUCCESS “…a person's SELF-REGULATION IN ADULTHOOD SKILLS can help predict his or her Common list of soft skills employers want: likelihood of college completion and • Social skills/interests/involvement adult criminality, as well as his or her • Communication skills health and wealth outcomes – even • Interpersonal abilities when adjusting for factors such as innate • Problem solving intelligence and parents' educational • Teamwork levels.” • Adaptability/flexibility Megan McClellan, Oregon State University Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 2 7/29/15 LAZY KID OR EXECUTIVE DYSFUNCTION? THINK-PAIR-SHARE LAZY KID-ARTICLE Do you know a student who seems “lazy”? Intentionally forgetful Unmotivated Disorganized Chronically distracted Discuss the following with someone beside you: Do you know a student who is bright, but can’t seem Think about some students you have now or had in the past to get the information out? who exhibit the signs mentioned in the article. Share your Difficulty with ordering, answering question with relevant info experiences. EXECUTIVE FUNCTIONING DEFINED AKA CEO and Management Conductor and Section Cognitive processes that enable individuals to Structure of the Brain Leaders of the Brain engage in goal-directed or problem-solving behavior (Council for Exceptional Children, 2011) Allow us to organize our behavior over time GPS of the Brain Administrative Assistant and override immediate demands in favor Team of the Brain of longer-term goals (Dawson & Guare, 2010) Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 3 7/29/15 SPECIFIC EXECUTIVE FUNCTIONS SPECIFIC EXECUTIVE FUNCTIONS (CONT’D) Executive Function Definition Signs of Difficulty Executive Function Definition Signs of Difficulty Emotional Control Regulates emotion to be Easily upset or excited, Working Memory Holding information in Forgets assignments, appropriate to situation overreacts, frequent mind while performing materials, classroom mood changes other tasks procedures, remembers Inhibit Delays certain activities Distractible or impulsive, only part of directions or response for sake of cannot delay gratification Shift Smoothly transitioning Difficulty coping with others from one task to another changes in routine, Goal Setting/Planning Setting goals and Sets unrealistic goals, thinking “outside of the identifying steps to take starts work at last box” minute, fails to anticipate Self-Monitor Assessing progress Doesn’t notice how consequences toward goal or effect on others react to behavior, Organize Establishing order in a Scattered, disorganized others asks for help rather than place or activity approach to solving trying first, avoids problems, materials problem-solving games Initiate Begin a task or activity Trouble getting started, may appear defiant SELF-MANAGEMENT SELF-MANAGEMENT SKILLS WE USED PREPPING FOR THIS PRESENTATION Taking responsibility for your own behavior, Three people collaborating actions, and well-being Meeting and working together Self-regulation Sticking with agreed work dates Sensory regulation Social competence Communication Impulse control Come to agreement backed up with rationale Manifestations: Emotional Control Reflecting on what worked and revising Inhibitory Control Initiating Shifting Self-Monitoring Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 4 7/29/15 TIME MANAGEMENT SKILLS TIME MANAGEMENT WE USED PREPPING FOR THIS PRESENTATION Ability to use time effectively and Find dates to work on and to deliver productively presentation Understand the abstract concept of time Communicate with SSTs and OCALI in a timely Chunk routines/projects into pieces and know how long manner each piece will take Respond to communication Know when to start, how long to work, when to stop Send materials Shared work load depending on current Manifestations: Goal Setting individual responsibilities Planning Initiating Working Memory Shifting Self-Monitoring MATERIALS MANAGEMENT MATERIALS MANAGEMENT SKILLS WE USED PREPPING FOR THIS PRESENTATION Ability to manage the “stuff” of school Having the right materials at the right time Develop Power Point Knowing everything has a place Locating available resources Remembering to keep things in their place Having materials at the presentations Reflecting and revising what materials Manifestations: Organizing worked Initiating Working Memory Shifting Self-Monitoring Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 5 7/29/15 INFORMATION MANAGEMENT INFORMATION MANAGEMENT SKILLS WE USED PREPPING FOR THIS PRESENTATION Ability to acquire, retain, and use information Can take notes Outlined main points Can organize facts, information Utilized relevant materials Shared work load Manifestations: Reflecting on what worked and revising Goal Setting Organizing Adding new and relevant materials Initiating Working Memory Collaborating with Jan Shift Self-Monitoring EXECUTIVE FUNCTION… EFFORTS TO EXPAND EXECUTIVE CAPACITY… Is sharply reduced when: 1) executive functioning capacity must be devoted to In two ways: managing “lower level” (cognitive) skills and 1) by scaffolding lower level skills so that they require responses which are not automatic or fluent thus less executive processing; and the capacity for “higher level” (metacognitive) 2) by scaffolding higher level executive skills and functions is taken; and strategies so that they are more effective and 2) executive capacity itself is reduced due to some developed. sort of higher level disability or to lack of fluency with executive strategies. http://www.udlcenter.org/aboutudl/udlguidelines http://www.udlcenter.org/aboutudl/udlguidelines Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 6 7/29/15 HOW DOES EF DEVELOP? WHAT EF SKILLS ARE EXPECTED AT DEVELOPMENT OF EF DIFFERENT AGES Age Self-Regulation Ability E.g., Keeping safe near hot stove. 1 Adults provide external regulation Yell “No!”/move child Preschool (one) Inhibitory control 5 Uses talk/mental representation, “That’s hot,” “That could burn you, often with adult help remember when you burned yourself?” Working memory 10 Capable of basic task self-regulation “Watch.” “Hey, stove’s on.” with occasional reminder; needs • May be able to rely on child’s ability to Not fully developed support for emotional self- self-regulate Emerging skills regulation or more complex tasks 20 Self-regulates across a variety of Ask them to cook you dinner! Continue to make errors task/emotional demands; uses prior experiences to invent new solutions Lack of awareness to know when to use them Don’t know how to use particular skills yet Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 7 7/29/15 WHAT EF SKILLS ARE EXPECTED AT WHAT EF SKILLS ARE EXPECTED AT DIFFERENT AGES DIFFERENT AGES Elementary Verbal working memory Middle School/Junior High Goal-directed behavior EF skills start to integrate and work together Response inhibition Skills become more effective and efficient Attention Planning, goal-directed behavior, and attention grow Strategic planning and organizational skills Cognitive flexibility Continue to develop from early childhood levels Start to use across contexts WHAT EF SKILLS ARE EXPECTED AT BORN WITH THE POTENTIAL DIFFERENT AGES TO DEVELOP EF SKILLS High School “Adverse environments resulting from neglect, EF skills continue to mature abuse, and/or violence may expose children to Can start to handle more complex tasks toxic stress, which disrupts brain architecture EF Skills continue to mature until age 25 and impairs the development of executive function.” http://developingchild.harvard.edu/key_concepts/executive_function/ Developed by Tracy Mail, SST 8 and Wendy Szakacs, OCALI 8 7/29/15 WHAT YOU SEE Management of: “WHO STRUGGLES WITH EF?” MATERIALS TIME ON A DAILY INFORMATION Students with disabilities or developmental delays BASIS… SELF ADHD Working Memory Learning Disabilities …might really be Emotional Cognitive Disability impacted by what Autism Spectrum Disorders Control is happening Organize Some emotional disorders