Training Module 9 of 10: Executive Functioning What is it anyway?

Frontal Lobe-(under development) Parietal Lobe-(under development) The last part of the brain to mature (about 24 years old) The Conductor Judgement Impulse control Emotions Executive Function Reasoning Problem Solving Parietal Lobe-(under development) Numbers Processing sensory input Language Analytical abilities Occipital Lobe Visual processing Temporal Lobes Hippocampus Long-term memory Amygdala Emotional center Cerebellum-(under major development) Supports higher learning Math, music, advanced social skills

Areas of the Brain Impacted by Trauma

The Brain on Trauma Pre-frontal cortex is the conductor The amygdala is the security guard The hippocampus is where learning and memory take place Children whose early relationships are characterized by high levels of adversity or trauma adapt to these circumstances negatively

The Brain on Trauma – What Happens… A child’s brain development is directly and negatively impacted Heightened level of arousal Low threshold for stress tolerance Greater reactivity in the brain stem and limbic areas (survival modes) Develop an increased attentional bias to threat or safety – leads to constant state of hyperarousal/dysregulation Directly impedes self-regulation and learning

The Bottom Line “Their capacity to coordinate their thinking, emotional regulation, and behavior is seriously diminished” Craig, 2016

Executive Function The pre-frontal cortex represents an area of the brain that is responsible for the conscious regulation of thought, emotion and behavior

Three Aspects of Executive Functioning Impacted by Trauma Inhibitory Control – the ability to delay gratification and distraction suppression Working Memory – briefly stores new information as it is processed and eventually stored in long-term memory Cognitive Flexibility – area that facilitates creative problem solving

Pre-frontal Cortex It is often referred to as the brain’s “executive director” or “conductor” It is responsible for organizing thoughts and ideas Planning and strategizing Self-monitoring It accomplishes these tasks through three functions: inhibitory control, working memory and cognitive flexibility

Let’s Hear from the Experts

Most Important to Know: “While genes provide the blueprint for executive functioning, the early environment and relationships to which children are exposed affect how the capacity develops” Craig (2016)

What Do Executive Skill Weaknesses Look Like in Students?

Behaviors linked to Executive Skill Weaknesses Acts without thinking Gets overly upset about “little things” Interrupts others Out of control more than peers Overreacts to small problems Low tolerance for frustration Talks or plays too loudly Overwhelmed by large assignments Resists change of routine Can’t come up with more than one way to solve a problem Acts wild or out of control Easily overstimulated/ trouble calming down Gets stuck on something Doesn’t notice impact of behavior on others The issues are not behavioral per se, rather they are regulatory

Strategies to Improve Executive Functioning Impulse Control Emotional Control Flexible Thinking Working Memory Self-Monitoring Planning & Prioritizing Task Initiation Organization MOST IMPORTANT – A STABLE RELATIONSHIP WITH A CARING ADULT

Impulse Control Strategies What it means: thinking before acting How it looks: blurting out, cannot wait turn Avoid sitting too long Play games “Red light, green light” “Follow the Leader” Use “if…then” statements

Emotional Control Strategies What it means: keeping feelings in check How it looks: overreacting, cannot take criticism, unable to regroup when things go wrong Check in/check out system CALM Help student identify and connect feelings with behavior Share your feelings authentically

Flexible Thinking Strategies What is it: adjusting to the unexpected How it looks: rigid thinking, cannot roll with the punches, easily frustrated Play games such as “What’s this?” Tweak the routine Teach/practice positive self-talk Read books like “Amelia Bedelia” series

Working Memory Strategies What is it: what helps students remember key information How it looks: forgetful, cannot remember what you said, etc., even if they have taken notes Use graphic or visual organizers Speak slowly/have student repeat small segments of directions back to you Use checklists

Self-Monitoring Strategies What is it: student can evaluate how they are doing, feeling, etc. How it looks: Surprise at a bad grade, lack of awareness of how actions impact self and others Determine which behavior to increase vs decrease Positive affirming statements Behavior CICO

Planning and Prioritizing Strategies What is it: skills to help determine, focus and work toward goals How it looks: cannot decide where to start, difficulty with steps Create “to-do” lists Eliminate distractions (as much as possible) Time management

Task Initiation Strategies What is it: ability to initiate tasks without significant hesitation How does it look: asking to go to restroom/drink frequently, freeze up when asked to get started – avoidance Have schedule with timer Create a beginning point that is consistent daily

Organization Strategies What it means: ability to keep track of things physically and mentally How it looks: cannot keep train of thought, messy bookbag, cannot locate assignments, loses things Use a planner/organizer Create a timed scheduled – visually available Have them organize their things periodically rather than once a day

Training Module 9 of 10: Executive Functioning Questions, Resources, Thoughts, Concerns, Putting it into Practice