Executive Functioning

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Presentation transcript:

Executive Functioning November 13th, 2018 Presented by Michelle Trinchese Adapted from a previous presentation by Jamie Pollock & Erica Gerlach Information from Smart but Scattered by Peg Dawson and Richard Guare. Power-point contributor: Lauren Hough and Michelle Flemen-Tung

Do you notice your child has? Trouble planning? Difficulty directing activities? Little regulation? Difficult time organizing? Independence Issues? Hyper focus on details? Rigidity?

Why are they acting this way? They aren’t being manipulative, lazy, unmotivated, etc… They need skills to overcome the executive functioning deficits Kids who get “stuck” circulate between the limbic system and brainstem They can’t access neocortex (planning, language, etc…) because the emotions/flight/fight response is overwhelming

What is Executive Functioning? “[Executive functioning is an] umbrella term for multiple cognitive processes behind behavior that flexibly directs goal oriented behavior... In response to novel or difficult situations Meltzer & Krisdnan What is executive functioning? Refers to a set of mental skills that are coordinated in the brain’s frontal lobe. Executive functions work together to help a person achieve goals.

When Do We See Executive Functioning Difficulties? During new or challenging situations When situations call for flexibility Situations requiring problem solving Transitions Initiating a task When pre-occupied with preferred interest

Executive Functioning Skills Metacognition Flexibility Goal-directed Persistence Time Management Organization Planning/Prioritizing Task Initiation Sustained Attention Emotional Control Working Memory Response Inhibition

Response Inhibition Ability to “think” before you act. Control the impulse to automatically respond to something. to resist the urge to say/do something allows your child the time to evaluate a situation and how his/ her behavior might impact it. “STOP function” for both actions and thoughts.

EXAMPLES • A young child can wait for a short period without being disruptive. • An adolescent can accept losing without an argument.

Building Response Inhibition (strategies) Use routines, rules, supervision and limits Help your child learn to delay gratification with waiting periods Discuss consequences for poor impulse control Practice response-inhibition in role playing situations Priming visual cues/verbal cues TEACH- STOP, THINK, ACT

Working Memory Capacity to hold onto information while performing complex tasks. It incorporates the ability to draw on past learning or experiences to apply to the situation at hand or to project into the future. Draw on both visual imagery and language Gradually increase our expectations: Time Work

Examples • A young child can hold in mind and follow 1- or 2-step directions. • An adolescent can remember the expectations of multiple different teachers.

Building Working Memory (strategies) Make eye contact before telling your child something Minimize distractions Have your child repeat what you said back to you Reminders: pictures, written, lists, etc. Involve the your child in planning how to help them remember

Emotional Control Ability to regulate emotions in order to: Achieve established goals Complete tasks Direct a behavior

EXAMPLES • A young child can recover from disappointment in a short time. • A teenager can manage the stress of a test and still perform.

Improving Emotional Control (strategies) Regulate the environment through routines Prepare your child for what to expect and possible solutions Develop coping strategies Read stories highlighting model behaviors Countdown timers Take breaks Mindfulness/meditation

Sustained Attention Capacity to sustain attention despite distractions, fatigue, or boredom. Child may appear bored or uninterested but in fact, might just find the task too difficult.

EXAMPLES • A young child can perform a 5-min chore with occasional supervision. • A teenager can pay attention to HW for 1-2 hours with small breaks.

Increasing Sustained Attention (strategies) Provide reminders and encouragement Provide devices/strategies Make the task interesting Use incentive systems Offer praise for staying on task Implement self-monitoring strategies “Your____will still be there.” Park it in the parking lot

Task Initiation Beginning a task efficiently without procrastination and in a timely manner. Applies to tasks unpleasant or boring.

EXAMPLES • A young child is able to start a chore/ assignment right after instructions are given. • A teenager does not wait until the last minute to begin a project.

Supporting Task Initiation (strategies) Reinforce initiating following a prompt Provide visual cues as reminders Break down tasks Doable first steps Involve child in making a plan

Planning & Prioritizing Creating a plan to reach goals and make decisions about what is most important to focus on. Requires Identifying priorities Stick to them Follow a set plan Re-evaluate priorities when initial goal is met

EXAMPLES • A young child, with coaching, can think of options to settle a peer conflict. • A teenager can formulate a plan to get a job.

Promoting Planning & Prioritizing (strategies) Model your planning and prioritizing Create plans for and include your child Work through strengths and interests Facilitate prioritization by asking child what needs to be done first Breakdown the tasks

Organization Ability to establish & maintain a system for arranging/keeping track of items. Goals Improve efficiency Decreases stress Free up mental energy Increase independence and responsibility

EXAMPLES • A young child can, with a reminder, put materials in a designated place. • A teenager can organize and locate various of his own materials.

Fostering Organization (strategies) Put a system in place Involve student in goal-setting, planning, and execution processes Supervise Reminders (visual, verbal) Monitoring Checking in & reflecting

Time Management Ability to estimate timing How much time the child has How to use time effectively & efficiently How to work within a deadline Valuing time as something that is important

EXAMPLES • A young child can complete a short job within a time limit set by an adult. • A teenager can establish a schedule to meet task deadlines.

Improving Time Management (strategies) Maintaining a predictable routine Self talk about how long things take Planning activities with multiple steps Model the use of calendar and schedules Use tools such as timers Practice timing it/racing the clock Reflect back on how much time things actually took

Goal-Directed Persistence One of the most advanced EF skills. Setting, working towards & completing a goal without being sidetracked by “competing interests.”

EXAMPLES • A 1st grader can complete a job to get to recess. • A teenager can earn and save to work towards something they find important.

Developing Goal-Directed Persistence (strategies) Start early with brief, manageable things Start with goals the child wants to work on “Look forward approach” Reminder about what the child is working towards Make sure the reward is worth it

Flexibility “Go with the flow.” Ability to revise plans and be adaptable. Respond effectively to new obstacles, new information or mistakes. Make necessary and emotional adjustments.

EXAMPLES • A young child can adjust to a change in plans without major distress. • A teenager can accept alternatives such as a different choice when the first job is not available.

Encouraging Flexibility (strategies) Follow schedules and consistent routines Priming for what is coming Offer choices Teach and practice coping strategies Planning changes in a plan

Metacognition Ability to reflect on oneself in a situation & include How you problem solve: “How did I handle that?” Self-monitoring: “How am I doing?” Self evaluating: “How did I do?” Two sets of metacognition skills: Evaluate performance & make changes Evaluate social situations (own and others’ behaviors/reactions)

EXAMPLES • A young child can change behavior in response to feedback from an adult. • A teenager can monitor and critique performance to improve it by observing others who are more skilled.

Developing Metacognition (strategies) For task performance: Specific praise for key elements of task performance Teach self evaluation Identify what “finished” looks like Teach self-questioning for problem situations Reflect, brainstorm & develop revised plans for the future For reading social situations Guessing games for reading emotions Teach identification of meaning & tone of voice Talk about identifying feelings in people trying to hide their feelings Discuss how actions might change someone's feelings

Executive Functioning Development Toddlerhood-hard to resist inhibitions Preschoolers-self-focused, poor impulse control Elementary school-some impulse control, some skills will be effective in some situations, skills develop more Middle school-begin to know what works for them and what doesn’t High School-working memory and attentional control are close to adult level, but flexibility and metacognition are not yet fully developed Adjust expectation to developmental level which may not match their grade/age

Implementation Introduce strategy at a calm time so they can process Demonstrate Give it time to work Offer praise and reinforcement Monitor progress; is the strategy helping? Yes-push towards independence No-Try something different Use skills they are strong in to develop weaker ones