1. LD/ADHD Initiative Executive Functions Modules Session Four Strategy Sheets Secondary

2. Executive Functions Session 4 Strategy Sheet Secondary How Do I Develop Self-Monitoring Skills? Definition: Self-Monitoring Checks work, keeps track of own behavior and learning Finishes a task to ensure attainment of goal Understands consequence of his/her actions and learning Puts the “brakes” on one’s own behavior and thinking Impact: Self-Monitoring Tends to act without sufficient forethought Interrupts with own thoughts and comments Works quickly and oftentimes is messy Does not listen to others Has difficulty following directions and does not do assigned tasks carefully What might this look like in your classroom? LD/ADHD Initiative Department of Special Education and Student Services, HCPSS

3. Executive Functions Session 4 Strategy Sheet Secondary How Do I Develop Self-Monitoring Skills? Environmental Supports Provide time to set goals. Goals should be set for accuracy rather than speed Model learning behaviors Prepare students for changes in the schedule or agenda Provide time for gathering of materials before beginning key directions or instructions Encourage peer support in monitoring academic work or learning behaviors Monitor students when they move and start the next activity, and tell how long they have to transition Ask students to check visually posted agenda/directions Assign students a peer model and cue him/her to check in with his/her peer Go over agenda/schedule that is posted in your room Prompt students to use analytic skills to assess how they are performing on assigned tasks; –Embed questions designed to elicit meta-cognition into daily classroom instructions i.e., how did you solve that problem, can you think of another way of doing that –Build error monitoring into task assignments i.e., have students show that they have checked their work, or fill out proofreading checklists –Give students assignments requiring them to use metacognition skills i.e., ask them to give themselves a grade on an assignment and explain why they deserve that grade Teaching Strategy Use verbal mediation to talk through a task to help students direct their focus to their own behavior or work Cue and encourage students to reflect on “what works”, “what doesn’t work” and “what do I try differently” Model for students how to accept criticism without becoming angry or defensive and have student practice Ask students to put away materials before the next activity and get materials ready for the next activity, then fade when student is ready for less direct support Build in editing or reviewing as part of every task in order to increase awareness of strengths and needs Teach how to use a Goal-Plan-Do-Review sequence for goal setting and/or self-monitoring independent work or long-term projects Ask students to predict how well they will do on a particular task and compare prediction with outcome to increase awareness of strengths and needs Encourage charting of performance and/or behavior in order to provide tangible record of activity for ongoing self-monitoring Have students develop error-monitoring checklists and prompt them to use them Generate a set of questions with student(s) to help them manage their behavior when confronted with a problem What might this look like in your classroom? LD/ADHD Initiative Department of Special Education and Student Services, HCPSS

4. Executive Functions Session 4 Strategy Sheet Secondary How Do I Develop Attention Skills? Definition: Attention Sustaining attention on tasks that are not of high interest Screens out distractions Knows what to focus on and what to ignore Impact: Attention The student can not focus their attention on a task and keep focusing as long as necessary Sometimes the student is selective about what they attend to or for how long they attend What might this look like in your classroom? LD/ADHD Initiative Department of Special Education and Student Services, HCPSS

5. Executive Functions Session 4 Strategy Sheet Secondary How Do I Develop Attention Skills? Environmental Supports Reduce distractions Cue to attend (look, listen, respond) Build in variety/choice Choose best time of day, when possible for tasks requiring more concentration Seat student in proximity to instruction and away from distraction – open door, shelves, windows, certain peers Post stop and start times to help students persist with tasks long enough to complete them Use a visual timer to motivate students to complete assignments before the timer goes off Schedule the most demanding academic tasks for the beginning of class or period Have more rewarding/interesting/engaging activities occur after a more challenging task to keep motivation high Break tasks into subtasks and provide shortened breaks after each subtask Provide attention to the student, frequent feedback, and immediate reinforcement Provide the student something to look forward to that can be done as soon as task is finished Teaching Strategy Teach self-monitoring/peer coaching Give nonverbal cues for attention – hand on the shoulder, tap on the desk Devise signals to emphasize instructions (“Class, this is an instruction... “) Have student(s) repeat directions back - could be student or class job Help them become more aware of their capacity to sustain attention and teach them how to break a task down into pieces they can manage based on their own capacity Provide student with motor/movement breaks Have the student identify something to look forward to Help the student make a work plan, cue them to follow the plan the have devised and reinforce them for following the plan successfully Gradually transfer the responsibility for making the plan to the students themselves What might this look like in your classroom? LD/ADHD Initiative Department of Special Education and Student Services, HCPSS

6. Executive Functions Session 4 Strategy Sheet Secondary How Do I Develop Inhibition Skills? Definition: Inhibition Controls impulses Appropriately stops and modulates ones own behavior at the proper time or proper context Impact: Inhibition Students call out Can not stop their behavior at the appropriate time, including stopping actions and thoughts Are seen as wild, restless, impulsive Often are unable to control their words and bodies so they need more supervision than others What might this look like in your classroom? LD/ADHD Initiative Department of Special Education and Student Services, HCPSS

7. Executive Functions Session 4 Strategy Sheet Secondary How Do I Develop Inhibition Skills? Environmental Supports Post classroom rules and review regularly Restrict access to preferred or distracting objects, activities and/or peers Cue the student by developing a nonverbal signal that can be used discretely to remind the student to not call out, get out of seat, request assistance Remind students prior to class of the behaviors you are working on related to inhibition Keep nonacademic periods well structured, consistent and adult-directed Increase external controls by restricting access to settings or situations in which the student can get into trouble Increase supervision by physically being within close proximity to the student Find ways to cue the student to control impulses i.e., posting and reviewing class rules or asking the student, “what behaviors are we working on?” to remind the student to exhibit self-control in specific situations Teaching Strategy Use a story/graphic with pictures of students or a favorite character following rules/ expectations related to inhibition Teach wait/stop Teach students to silently count to five before responding verbally to a question Teach delayed gratification by Reinforce hand raising as a replacement for calling-out, then use immediate reinforcement and finally fade support Have students set goals for accuracy of work and/or effort as opposed to speed Structure your verbal questions to limit length of student response (i.e. “Tell me two things you know about ______ ) Explain to the student the skill being worked on and your understanding of intent of the behavior. Select a replacement behavior that meets the same need Walk the student through the process, having them practice the skills in a contrived situation, then when successful have the student use the skill in a natural environment, then reinforce immediately for using the skill What might this look like in your classroom? LD/ADHD Initiative Department of Special Education and Student Services, HCPSS