Executive Function John is a puzzle to me. He seems so bright and creative, and he always contributes wonderful ideas to our class discussions. However, he often does not hand in homework, he does not seem to study for tests, and he is usually late with projects. I don’t know if he is just lazy. I wish he was more motivated and invested in his work. -Sixth-Grade Teacher (from Meltzer)
The Myth of Sisyphus
2 STRANDS OF EXECUTIVE FUNCTION Metacognitive Strand – Goal Setting – Planning/strategizing – Sequencing – Organization of Materials – Time management – Task initiation – Executive/goal-directed attention – Task Persistence – Working Memory – Set Shifting Social/Emotional Regulation Strand – Response inhibition (also know as impulse control) – Emotional control – Adaptability -Kaufman
Metacognitive Strand
Metacognitive Strand Goals
Metacognitive Strand Planning/Strategizing
Metacognitive Strand Sequencing
Metacognitive Strand Organization of Materials
Metacognitive Strand Time Management
Metacognitive Strand Task Initiation
Metacognitive Strand Executive/Goal-Directed Attention
Metacognitive Strand Task Persistence
Metacognitive Strand Working Memory
Metacognitive Strand Set Shifting
The Social/Emotional Regulation Strand
The Social/Emotional Regulation Strand Response Inhibition (also know as impulse control)
Why do we have so many signs?
The Social/Emotional Regulation Strand Emotional Control
The Social/Emotional Regulation Strand Adaptability
How Does It All Come Together?
Executive Functions Are Not a Unitary Trait Frequently referred to as “the CEO of the Brain” or the “Conductor of the Orchestra” These metaphors hint at the nature of EFs, but are far too general for effective understanding of the concept. These metaphors create the impression of a central control center or a singular control capacity A more appropriate metaphor for executive functions: “A Team of Conductors” and “Co-Conductors of a Mental Ability Orchestra” -Dr. Caren Baruch-Feldman
Can’t Versus Won’t “We are encouraging people to become involved in their own rescue.” Remember rewards will not work if the child does not have the skill. Reward programs imply that a child can do it if he/she wants to or is motivated enough to. This often leads away from the realization that many children who do want to change their behavior don’t know what to do to change it. Dr. Caren Baruch-Feldman