1. Emotional Regulation in Executive Functioning Noelle Kahney Speech-Language Pathologist Wendy Teschner Teacher- Severe Language Support

2. What is Executive Functioning?  “a cluster of cognitive skills rooted in the prefrontal structures of the frontal lobe. They include the ability to anticipate consequences, generate novel solutions, initiate appropriate actions or responses to situations, monitor the ongoing success or failure of one’s behavior, and modify performance based on unexpected changes. Executive functions are reflected in such processes as developing plans for future actions, retaining these plans and action sequences in working memory until they are executed, and inhibiting irrelevant actions.” (Pennington & Ozonoff 1996)  It is the development of these skills that give an individual a sense of personal awareness and responsibility.

3. Executive functioning in a nutshell  Inhibition  Shift  Emotional Control  Initiation  Working Memory  Planning/Organization  Organization of Materials  Self-Monitoring

4. Identifying Emotional Regulation  Many students who are identified on the autism spectrum or as having a language learning disability also exhibit behaviors that impede their learning.  These behaviors appear to be the result of going from not upset to fully upset without any in between.  Developing an ability to regulate emotions can have a positive impact on:  His/her academic achievement  The ability to make/keep friends  The learning of students around them

5. Lessons in Emotional Regulation  Body signals  5 Point Scale (continuum of emotion)  Expected and unexpected charts  Social behavior mapping

6. Strategies that work!  Wacky sacks are a stress-reducing way of identifying your emotions

7. Strategies that work!  Display this chart in many areas of the room  Give students individual charts  Display numbers 1 through 5 in different areas of the room  There’s even an app for your phone!  Autism Help 4 Me scale

8. Strategies that work! Social Behavior Mapping  Customize to the individual or situation.  Complete with the child after an incident to reflect on consequences and establish motivation for expected behaviors.