1. Executive Function Skills
Strategies to improve
Executive Function Skills

2. the ability to self-regulate . . .
Executive Function is
the ability to self-regulate . . .
Attention and Concentration
Memory
Organization
Time Management
Impulse and Emotion Control

3. Executive Functioning. A person can be born with a deficit in
The frontal lobe
located just behind
the forehead is the
control center for
managing behavior
“Executive function difficulties are REAL even ob-servable through brain imaging that confirms parts of the brain are not operating optimally.” -Kathryn Phillips, BER

4. Executive Function Depression ADHD Learning Disabilities
Executive function problems are related with a number of psychiatric and development disorders.
These include:
Depression
ADHD
Learning Disabilities

5. What can Teachers and Parents do ?
“Provide an accommodating
learning environment for
students and build their
capacity as learners by
teaching strategies that
they can use throughout life. “
(Kathryn Phillips, Executive Function Skills)

6. The Developmental Process for Executive Function Skill Development:
I. Explicit Instruction II. Scaffolding Learning III. Practice IV. Real Life Opportunities

7. At the Elementary Level
TEACH THE SKILLS: A. Model with specific instruction and guided practice. B. Create systems, scaffold, and review strategies. C. Encourage students to develop their own strategy styles.

8. At the Middle School Level:
PROMOTE INDEPENDENCE: A. Continue guided practice of learned strategies and support adding new strategies. B. Review students’ individual strategies with them. C. Maintain existing strategies and add to them.

9. Strategies: Attention & Concentration
1. Nonverbal Cues
2. Secret Word - to bring back to task
3. Name-Dropping
4. Cue Cards
5. Get Ready-Do-Done Cards
6. Red & Green Cups
7. Self-Monitor Forms
8. Passage of Time Clock

10. Strategies: MEMORY 1. Short Term Memory: A. Checklists
B. Homework Planner
C. Study Buddies
2. Long Term Memory:
A. Visual Cuing
B. Picture Cues, Physical Movement, Scribes
C. Sentence Starters, Thought Gathering, Hooks

11. Strategies: MEMORY (continued)
3. Automatic Memory:
A. Music
B. Flash Cards, Quiz Shows
4. Working Memory:
A. Repetition, Rehearsal, Review, Triple Talk
B. Chunking, Crazy Phrases, Mnemonics
C. Sentence Starters, Thought Gathering, Hooks

12. Strategies: MEMORY (continued)
5. Reading Memory:
A. Content Reading, STAR
B. SKIM RAP
6. Writing Memory:
A. PLEASE
B. TREE Stop, Dare
C. POWER
D. PROVE Pieces of a Thesis -
Graphic Organizer for Pieces of a Thesis

13. Strategies: MEMORY (continued)
7. Math Memory:
A. Content Reading, STAR
B. SKIM RAP
8. Peer Tutoring
9. General Accommodations for Memory

14. STRATEGIES: ORGANIZATION
1. Classroom Space and Materials Organization
A. Routines
B. Desk-Cleaning Procedures,
C. Desk and Locker-Cleaning Procedures
2. Organizing Thoughts
A. Organized way to approach reading material
(SQ3R, PRWR, RAP)
B. Highlighting Techniques
C. Note Taking (Two Column Notes, Cornell Method)
3. Studying for Tests
A. Flash Cards
B. Triple Note Tote

15. STRATEGIES: TIME MANAGEMENT
1. Homework
A. Daily Homework Plan
B. Desk-Cleaning Procedures,
C. Desk and Locker-Cleaning Procedures
2. Long Term Projects
A. Selecting a Topic
B. Project Planning Form, Daily Coaching Conference
C. Halfway Check Point
D. Time Averaging
3. Studying for Tests
A. Flash Cards
B. Triple Note Tote

16. STRATEGIES: Impulse and Emotion Control
1. Managing Anxiety
A. Five Point Scale
B. Calming Box, Take Five
C. Other Strategies A-Z
2. Extreme Melt Down/Blow-Up Strategy
A. Low and Slow
B. The Escalation Continuum
3. Social Planning
A. Social Stories, Comic Strip Conversations
B. Mentoring and Peer Social Coaches, Video Modeling

17. Executive Functioning
As educators, it is important to look at Executive Function difficulties in students as a physical (neurodevelopmental) condition rather than willful problem behaviors.
By teaching strategies and providing an accommodating, supportive and positive learning environment, we will help struggling students build their capacity as learners and identify steps that will work for them throughout their lives.
(Kathryn Phillips, Executive Function Skills)