1. Executive Functioning
Practical Strategies for the Classroom
Anna Carlisle, Ed.S.
Mountain Brook Elementary

2. https://play. kahoot. it/#/lobby

3. agenda (subject to change)
Define EF (5Ws)
Identify skills commonly associated with EF
Josh's day
General and EF skill specific strategies with examples of implementation

5. Definitions
a diverse group of cognitive processes that act in a coordinated way to direct perception, emotion, thought and action
a set of cognitive abilities that control and regulate other abilities and behaviors and are necessary for goal- directed behavior
Executive -- business leader or Air traffic control of the brain. Think of each plane as a different process. Listening (Teacher - you have a test on Friday)Planning (I have a soccer game Thursday night.)Prioritizing (I better tell Amy I can't hang out tonight so I can study.)All of the processes need to work together to ensure a safe landing. If one process is not coordinated with the others, dysfunction may result. What might it look like if we have a student who is able to listen and attend, but they are disorganized and do not plan well? What are teachers likely to think? The student is uninterested, unmotivated, lazy?

6. Learning Behavior/Emotions social situations relationships
Flexibility
Organization
Problem Solving
Working Memory
Metacognition
Planning/Prioritizing
Task Initiation
Emotional Control
Impulse Control
Self-Monitoring
We know the what - defined by the video. Who - often associated with Autism and ADHD, but EF really affects everyone. Some students learn naturally from modeling in classroom or at home, but many students (especially at the elementary level) need direct instruction/modeling/accommodations.

7. Planning/Prioritizing Task Initiation
Emotional Control
Impulse Control
Self-Monitoring
Flexibility
Organization
Problem Solving
Working Memory
Metacognition
Planning/Prioritizing
Task Initiation
We are going to look at a day in Josh's life to see how EF deficits may present, but as with everything when we talk about individuals, we are all different. You may have a student in need of support that does not have anything in common with Josh. Nonetheless, I hope some of these examples will help us to identify EF in action.

8. Emotional Control
Impulse Control
Self-Monitoring
Flexibility
Organization
Problem Solving
Working Memory
Metacognition
Planning/Prioritizing
Task Initiation

9. Emotional Control
Impulse Control
Self-Monitoring
Flexibility
Organization
Problem Solving
Working Memory
Metacognition
Planning/
Prioritizing
Task Initiation

10. Emotional Control
Impulse Control
Self-Monitoring
Flexibility
Organization
Problem Solving
Working Memory
Metacognition
Planning/Prioritizing
Task Initiation

11. Emotional Control
Impulse Control
Self-Monitoring
Flexibility
Organization
Problem Solving
Working Memory
Metacognition
Planning/Prioritizing
Task Initiation

12. Emotional Control
Impulse Control
Self-Monitoring
Flexibility
Organization
Problem Solving
Working Memory
Metacognition
Planning/Prioritizing
Task Initiation

13. Emotional Control
Impulse Control
Self-Monitoring
Flexibility
Organization
Problem Solving
Working Memory
Metacognition
Planning/Prioritizing
Task Initiation

14. Planning/Prioritizing Task Initiation
Emotional Control
Impulse Control
Self-Monitoring
Flexibility
Organization
Problem Solving
Working Memory
Metacognition
Planning/Prioritizing
Task Initiation
We saw from this perspective how Josh is REALLY trying, but he is likely not experiencing much success. We are going to spend the rest of our time together talking about specific strategies to help Josh.

15. How can we help josh at school?
Accommodations
Assessment of EF*
Comprehensive Support
Embedded classroom structure
Modeling
Involve students in changes and explain purpose for processes
Positive Reinforcement
Strategic behavioral inquiry (SBI)
Assessments for EF exist, but few are available at the school level. The most commonly used assessment in schools that can identify EF deficit is the BASC-2. It is more likely you will be able to identify areas for improvement based simply on the student's behavior. Comprehensive support is not only for the classroom. For a student with difficulty filtering sensory information, he/she may need support in other classes as well.

16. general Approaches to executive functioning support
Top-down (External) versus Bottom-up (Internal)
Left to Right
In to Out
Back to Front
Neuroplasticity and mindset (Dweck)
We can talk about how the brain works and why these approaches are useful/effective, but I'm not that smart and, quite honestly, I do not think that time will be as beneficial as having strategies that you can take with you and implement. This information is designed to give you some foundational knowledge, but is in no way comprehensive. The EF skill(s) needing improvement can be approached in multiple ways. Bottom-Up - Sensory NeedsOur brains screen out 80% of sensory information to help you focus your attention. When Bottom-Up processes are not functioning efficiently, you may see highly distractable students or students with a greater sensory need. Left to RightRight = novelLeft = over-learned information (Driving at 15, driving at 35; Language acquisition)If everything is novel and your student is thinking consciously about how to form letters when taking notes, they arent going to be effective note takers becuase they are not able to think about what you are saying or utilize working memory because they cannot hold the information and complete a novel task. In to OutCurrent knowledge, what you know to what is being presented. How current knowledge shapes information being presented. Back to FrontBack - what is - old part of your brain. Front - what could be - growth mindset!

18. Top-Down Strategies for Self-Regulation
Progressive Muscle Relaxation
Breathing Exercises
1:4:2
5:5
Mindfulness practice
Now let's practice a top-down strategy to increase self-regulation. If a student is aware of anxiety or tension, he can practice a top-down technique to improve self-regulation. After training students, have them come back and lead you. Anyone can teach a child progressive muscle relaxation. YouTube has several videos that will walk you through PMR as well. I always start with feet and go up. Breathing exercises - Think about trying to cool a spoonful of hot soup. Blow out slowly and controlled. Mindfulness - focus your attention on your right foot. Don't move your foot or try to change it, just be aware. That is mindfulness. Encouraging mindfulness also increases metacognition which is imperative in increasing self-control.

19. Improves self-regulation arousal Increases self-awareness affect
Top down approach
Improves self-regulation
arousal
Increases self-awareness
affect
motivation
Students in need of self-regulation skills are likely involved in conflicts a lot, or might be the student you need to use an "inside voice" on a regular basis. Students with improved self-regulation might be more likely to notice when someone is pushing their buttons and walk away. When hyper-aroused due to anxiety, frustration, anger, etc. students may not be able to regulate their arousal and calm down on their own. Improving self-awareness of triggers can prevent a student from needing to calm down because they know they are getting upset and remove themselves or ask for help before a problem occurs. Introducing top-down approaches to students gives them the opportunity to "be their own boss". Encourages them to take control of your mouth, hands, feet, etc.When might a student need to implement a top-down approach?Before a testConflict with a peerWhen they don't understand something and get frustratedIF they forget homework

20. Bottom up processing Top Down processing
What is this? Regardless, if you answered a beach scene or Where's Waldo you used Top-Down processes to decide what is going on in the picture. Top-Down uses CURRENT knowledge or experiences to process new information. Bottom-Up processes allow us to reduce sensory information. Students struggling with bottom-up processes might have conversations about the woman in the middle with her feet up or make comments like "sand isn't really that color" or start telling about their trip to the beach. How can you provide support for a student who needs help with bottom up processing? Tell your brain what to focus on. If you don't, google, facebook, twitter, TV commercials, etc. WILL. How can you reduce distractability for a student?

21. What accommodation has been implemented
What accommodation has been implemented? Is the purpose of the activity the same?Has the student been provided with the same instruction? Does the student have to implement the same processes in problem solving? What is different? You have reduced some of the sensory information being provided. In a classroom with too much sensory information, what might feel like a Where's Waldo puzzle to the student?

22. But how does Where's Waldo apply to school?
Cute, right?
But how does Where's Waldo apply to school?

23. Get out your Math journal and homework folder.

24. What do you mean you can't find your homework
What do you mean you can't find your homework? You said it is in your backpack.

25. Make sure you take good notes. This will be on the test
Make sure you take good notes. This will be on the test!We've all heard that in a classroom, right?Even though notes might look like this, add in a student who has difficulty tuning out unimportant sensory information (like the window next to her desk or the other student blowing his nose or a hang nail) or maybe the student has poor working memory and he/she might see... -->

26. Trying to hold information in her head while listening to auditory information as well, can be completely overwhelming, resulting in missing important information.

27. And notes begin to look like this.

28. Along the same lines, giving a child a task like "clean your room" or "do your homework" might seem to be impossible without breaking the task down.

29. Making accommodations might be a necessary first step for the student to experience success, but teaching strategies is essential for long-term success.
IF we don't teach students to learn to filter sensory information independently, to plan effectively, to put off going to a friend's house when they really need to studyIf we don't tell our brains what to focus on, media, advertising, will...

30. Students are constantly confronted with sensory overload
Students are constantly confronted with sensory overload. If we don't teach the the skills to filter or prioritize, they'll get lost in the tech maze.

32. Interventions for the environment
Remove material distractions
Extra materials (anything not required for the current task)
Things brought from home (bracelets, toys, lip gloss, etc.)
May be a daily task for some of your students
Turn desk around
Separate from distracting peers
Move away from doors or windows
Body double
Changing the environment is the first step in supporting students with EFS concerns.

33. Flexibility Left to Right processing
Ability to revise plans in the face of
Obstacles
Set backs
New information
Mistakes
Changing conditions
As we talk about supports you can provide to teach flexibility, it sounds a lot like an autistic student. Who else do you think might struggle with flexibility? Students with high anxiety Perfectionism Rule followers black and white thinkers.

34. Flexibility Reduce the demands for flexibility Reduce Novelty
Advance familiarization/Pre-teaching
Provide experiences in smaller structured setting
Role play
Advance warnings (fire drills, tests, being called on in class)
Systematic gradual exposure to new situation

35. Flexibility Help the child reframe the situation
Modify the nature of the task:
Mental effort (3/10)
Decrease speed, volume or complexity of information
Break down tasks
Make tasks close ended
Provide templates and rubrics
Flexibility

36. Teaching flexibility Help the child understand inflexibility
Teach them to recognize when they are inflexible
Teach coping strategies (top down processes)
Use relaxation strategies, scaling, thought stopping, or attention diversion
Plans or rules for specific situations that arise frequently
Develop default strategies that they can fall back on
Use scripts in problem situations
Teach them that people make mistakes

37. organization Materials Organize Actions 3 4 6 +1 3 3 3-ring binder
Use dividers with labels
Reinforced Paper
3-hole punch all worksheets
Writing materials
Minimize!
Organize Actions
Provide a list for:
Class Routines
Homework
3 4 6
+1 3 3

38. Impulse Control Emotional Control
Planning Prioritizing Task Initiation
Cue student randomly to identify if they are on task
Provide limited number of opportunities in a class for questions
Provide only enough support for success
Utilize rubrics to break down large assignments
SBI

39. Objectives of SBI Specific behavioral strategy
What was the feeling/goal?
Motivational level on a scale from ?

40. Assumptions of SBI Everybody is doing the best they can.
Behavior is not incomprehensible or random.
Behavior follows patterns, which reveal themselves
to the curious observer free of prejudice or blame or theory.

41. How to do SBI "How exactly did you do that?"
"How did you know it was time to ____?"
"How long had you been thinking about ___?"
NOTE: We are asking "HOW?" not "WHY?"

42. Working Memory
Ability to hold information in the mind while performing complex tasks
Teacher provides multi-step instructions together, then student is able to break them part
Copying information from the whiteboard to paper
Thinking of homework list and deciding which materials are needed to complete each
Incorporates the ability to draw on past learning or experiences

43. Working Memory Cuing Devices (Time Timer): Naturally occurring cues
Arrange for verbal/auditory reminders
Visual cues prominently displayed
Naturally occurring cues
Storage Devices:
Agenda books or calendars
Notebooks or binders
Electronic device

44. metacognition Take a bird’s eye view of oneself in a situation
Allows you to observe how you problem solve
Self-monitor or self-evaluate through self-talk, either aloud or silently, to help focus on the task at hand
Very broad skill
Several of the strategies we have discussed will help to develop metacognition, specifically SBI.

45. Strategies for Homework
Review upcoming and long-term assignments at the beginning of each week
Schedule a time for homework each day
Consider using mornings for homework
Physical space should reflect school work environment
Estimate time required
Not enough time? What is priority?
Extra time? What will you do now?
Pomodoros

46. Technology Support and Practice
worksheetworks.com
educationtothecore.com
literacymathideas.blogspot
Graphic Organizers
readwritethink.org
inspiration.com
typingclub.com
powertyping.com

47. Sources
DrNowell.com - Executive Functioning: Practical Strategies for Students with ADHD, Presentation by Dr. David Nowell
Moyes, R.A. (2014) Executive Dysfunction: Strategies for Educators and Parents
Barkley, R.A., Executive Functions. (New York: Guilford, 2012).
for videos on ADHD and EF