1. Executive Function Disorder
Day two

2. In every person, even in such as appear most reckless, there is an inherent desire to attain balance.
-- Jacob Wasserman
German Author ( )

3. The Metacognitive Strand The Social/Emotional Regulation Strand
Figure 1.1: The Two Strands of Executive Function
The Executive Skills
The Metacognitive Strand
Goal-Setting
Planning/Strategizing
Sequencing
Organization of Materials
Time Management
Task Initiation
Executive/Goal-Directed Attention
Task Persistence
Working Memory
Set Shifting
The Social/Emotional
Regulation Strand
Response Inhibition
(AKA: Impulse Control)
Emotional Control
Adaptability

4. Prevention #2: It all starts with . .
The settings in
which they must operate
Kids’
neuro-
developmental
profiles
‘Goodness of Fit’
(Greene & Ablon’s ‘Transactional Perspective’)

5. An essential fact from Kaufman’s research:
80% of office referrals come from 11% of teachers . . .
Why????

6. Goodness of fit: Recharge depleted self-regulatory systems
Neuropsychological fact 1: When individuals engage in any act of self-control, they become depleted and have less self-control available for subsequent acts of self-regulation (Baumeister et al, 2007).
Neuropsychological fact 2: Self-regulatory systems can be ‘recharged’ by putting people in a positive mood (happiness, relaxation, etc.)

7. Under- vs Over-Arousal of the Cortex: Implications for Social/Emotional Functioning
Under-arousal: Associated with extroversion, & ADHD Conduct Disorder
Over-Arousal: Associated with introversion and internalizing disorders (i.e., anxiety and depression)
Hale & Fiorello, 2005

8. Good deeds change brains
On a neurological level, it is far better to give than receive.
Some research has shown that thinking about some else’s problems lights up the same part of the brain that gets activated when we reflect on our own, while compassion registers in the brain’s pleasures zones.
And in the same way that it pays to eat broccoli several times a week, research suggests that you’ll be healthier and happier after offering up regular servings of compassion. Some studies suggest that five acts of altruism a week can substantially improve mood.
IMPLICATIONS FOR TEACHERS AND SCHOOL-BASED CLINICIANS?
theglobeandmail.com

9. Teaching

10. Teaching Self-Regulation
Modeling and having kids practice the power of . .
SELF-TALK

11. Start with demystification
Before demystification: Why does everybody hate me all the time?
Why do I freak out so easily and piss everyone off?
After demystification: You mean I’m not a horrible jerk? I just get angrier easier than other kids, and need to learn to control this better?

12. Teaching Self-Distraction
Teacher should model via role play and ‘think alouds’ how to . .
Cope with the annoying behavior of others
Cope with/set aside bothersome thoughts
Cope with/set aside self-defeating emotions

13. The ‘ZIPPER’ strategy for avoiding/managing conflict
Z – Zip Your mouth Stop and take a deep breath!
I – Identify the problem What do I need? What’s the problem?
P – Pause Take a moment to calm down before doing anything!
P – Put yourself in charge Take control of my actions
E – Explore choices What could I do? (E.g., walk away, change the subject, take a deep breath, ask an adult for help, etc.)
R – Reset Pick an option

14. For kids heavily prone to amydala hijacks
Focus first and intensely on just getting them to stop and either walk away or get help.
That’s it.

15. Behavior Management Strategies for Kids with SR Weakness

16. The amygdala: Our primary source of:
FIGHT
Flight
&

17. What’s the worst way to respond to an amygdala hijack?

18. Responding effectively to ‘amygdala hijacks’
Approach low and slow!!
Stay nearby, but say little (raging amygdale make lousy conversational partners . . )
First change the body, than change the mind (or . . ‘first walk, than talk’)

19. Manage the energy and frustration levels of kids with EFD by . .
Picking academic and social ‘battles’ very carefully
Teacher: John, I know you’re tired from the field trip and bus ride, but the school day isn’t over for another hour and you’ve got to write at least one paragraph on your field trip reflection sheet.
John: What? Forget it – I’m not doing it! Just give me a zero.
Teacher: Then I guess your choosing to stay with me after school today until you get it done. I’m not fooling around with this.
John: it! I don’t care!

20. Key Behavior Plan Elements
Specification of target behaviors (one or two, tops . .)
FBA (Hypotheses about the function of target behaviors)
Accommodations (to improve goodness of fit between a child and his learning/social environment)
Skill building (training of replacement behaviors)
Motivational elements (reinforcers and consequences)

21. Pick one behavior at a time, at one time of the day
Kids with EF deficits can’t change all problem behaviors at once.
If calling out is a major problem, than focus on hand raising first, targeting the most problematic time of the day. Than add other times/settings as the student is successful. 21