How  Parents  Can  Help  Their  Children  with    

Execu7ve  Func7ons  

From  a  presenta7on  by  Tracy  Parent  Info  adapted    from  Ar7cle  Late,  Lost,  and  Unprepared  By  Joyce  Cooper-­‐Kahn,  PhD  

Laurie  Dietzel,  PhD  also  from  TWU  presenta7on:    

Execu7ve  Func7ons  from  Assessment  to    Interven7on  by:  Erin  K.  AvireL    and    

Jordana  E.  Mor7mer  NASP  website  

 

www.communica7on.northwestern.edu    

Kira  Huffaker,  McKenzie  School  Psychologist    Chris  Rusnak,  Central  &  McKenzie  School  Psychologist  

DEFINITION  AND  DEVELOPMENT  PART  I  

Execu2ve  Func2oning  (EF)  is  associated  with  the  Prefrontal  Cortex  (PFC).  The  PFC  is  one  of  the  most  well  connected  parts  of  the  brain.    

The  3  primary  cor7ces/circuits  responsible  for  EF:  Dorsolateral  prefrontal  cortex  Anterior  Cingulate  cortex  Orbitofrontal  cortex    

Learning about Executive Functioning...

Execu7ve  Func7ons  1.   Inhibi2on  –  ability to stop one’s own behavior at

appropriate time, including stopping actions and thoughts

2.   ShiK – ability to move freely from one situation to another and think flexibly in order to respond appropriately to situation

3.   Emo2onal  control  –  ability to modulate emotional responses by bringing rational thought to bear on feelings

4.   Ini2a2on – ability to begin task /activity and independently generate ideas, responses, or problem solving strategies

Execu7ve  Func7ons  

5.  Working  Memory  –  capacity to hold info in mind for purpose of completing a task 6.  Planning/Organizing  –  ability to manage current and future-oriented task demands 7.  Organiza2on  of  Materials  –  ability to impose order on work, play, and storage spaces 8.  Self-­‐Monitoring  –  ability to monitor one’s own performance and measure it against some standard of what is needed or expected

The  bigger  picture...  long  term  development  

•  Development  of  PFC  and  EF  begins  in  infancy  and  con7nues  through  late  adolescence/early  adulthood!    

•  Development  generally  moves  from  external  skills  (i.e.  goal  directed  behavior)  to  internal  skills  (i.e.  metacogni7on).  

•  Development  occurs  in  spurts:  o  Birth  to  2  o  6-­‐9  o  Adolescence  to  early  20s  

Remember...  Development  con7nues  well  into  early  adulthood,  strategies  and  skills  can  con7nue  to  be  learned  and  prac7ced  as  children  mature  into  adults.  Teach,  model,  develop  strategies,  prac7ce...pa7ence.  

What  to  expect  from    5-­‐7  Year  olds?  

�  Complete 2-3 step errands �  Tidy bedroom/playroom

independently �  Initiate and perform simple chores

and self-help tasks -may need reminders

What  to  expect  from    5-­‐7  Year  olds?  

�  Bring papers to and from school �  Complete homework assignments

-20 minutes max �  Inhibit behaviors

-follow safety rules -use appropriate language -keep hands to self

What  to  expect  from    8-­‐11  year  olds?  

�  Run errands, including those involving a time delay

-remember to bring something from school without reminders

�  Perform chores that take 10-30 minutes �  Keep track of belongings when away

from home

What  to  expect  from    8-­‐11  year  olds?  

�  Bring books, papers, etc. to/from school �  Complete the majority of homework

assignments without assistance -60 minutes max

�  Plan simple school projects such as book reports

�  Inhibit/self-regulate behaviors -inhibit temper tantrums

STRATEGIES  FOR  PARENTS  HOW  TO  STRENGTHEN  EF  SKILLS  

Part  II  

Building  Execu7ve  Skills  •  Long  term  effort  •  Need  explicit  teaching  and  prac7ce  to  improve  execu7ve  competence    

•  Team  effort  •  Develop  habits  and  rou7nes    •  Repe22on,  repe22on,  repe22on  •  Once  automa7c,  bypasses  execu7ve  system    

Modify  Presenta7on  of  Informa7on  •  Organize  and  simplify  direc7ons  •  Create  bullet  points  to  aid  recall  (break  it  down!)    Remember  ___  before  swimming  you  need  to  do  3  things.  

 -­‐put  dirty  clothes  in  hamper    -­‐bring  hamper  down  to  laundry  room    -­‐put  toys  back  in  toy  bin    

Got  it?  3  things  on  list?  Do  you  remember  what  they  are?                        Please  tell  me  so  I  am  sure  you’ve  got  them  all.  

•  Simplify  direc7ons  so  most  important  info  stands  out      

Remember:  Clothes  –  Laundry  Room  –  Toy  Bin  –  GO!  

Provide  Reasonable  Supports  for  Working  Memory  Weaknesses  

•  Expect  to  repeat  direc7ons  and  do  so  in  pa7ent,  sensi7ve  manner  

•  Ask  how  you  can  provide  reminders/cues  without  bugging  them  

•  Be  flexible  and  willing  to  try  reasonable  ways  to  help  

•  Prompt  for  good  listening  skills      I  am  going  to  give  a  direc7on  now.  Please  look  at    me  so  I  know  you  are  focusing.  

Teach  Compensa7on  Strategies  for  Working  Memory  Weaknesses  •  Visualize  technique  •  Have  child  repeat  direc7ons  3-­‐4  7mes  in  head  to  lock  in  informa7on  

•  Have  child  read  direc7ons  somly  to  self  before  /amer  comple7ng  assignments    -­‐reread  all  direc7ons  to  make  sure  you  have  done  what  is  expected  

•  Mnemonic  devices;  HULK  (Homework,  Umbrella,  Lunch,  Key),  Texas LongHorns

 Use  Concrete  External  System  to  Take  Burden  off  Internal  Working  Memory  

•  Laminate  picture/word  schedules  •  Laminate  picture/word  to  do  list  •  Check  off  or  cross  off  completed  tasks  

-­‐  Visual  confirma7on  of  success  •  Teach  child  to  write  down  oral  informa7on,  jot  down  key  words  

Provide  Templates  for  Procedures/Rou7nes  

•  Chore  cards  •  Task  to  do  list  with  step  broken  down  

   Room Clean up:

Check Off When Done

Throw away trash

Put DIRTY clothes in hamper

Book on bookshelf

Toys in toy bin

Make bed

Strategies  for    Turning  In  Homework  

•  Walk  through  homework  rou7ne  with  child  -  Figure  out  where  break  down  is  and  consider  

what  needs  to  be  added  to  the  rou7ne          Homework  is  not  done  un7l:  

   ✓ homework  papers  are  completed      ✓ homework  is  put  back  in  folder      ✓ homework  is  put  back  into  your  backpack      ✓ your  backpack  is  on  the  launching  pad  

•  Find  out  teacher  system  or  add  Color  coded  system    

Tips  to  Compensate  for    Organiza7onal  Weaknesses  

•  Link an already  established  habit  to  one  that  your  child  needs  help  acquiring

•  Use  of  assignment  notebook  as  primary  organizing  tool  for  tracking  assignments  

•  Could  also  serve  as  a  way  to  remind  student  to  turn  in  assignment  -  Enter  a  reminder  note  into  next  day’s  assignment  block  for  

math    -  Tomorrow  when  entering  new  math  homework,  child  will  

see  reminder  to  turn  in  what  is  due

Tech  Tips  to  Compensate  for  Organiza7onal  Weaknesses      

•  Use  watch  or  mobile  device  that  vibrates  with  reminder  phrase  at  programmed  7me  Check  your  agenda.  

•  When  child  completes  homework  at  home,  can  also  email  it  to  teacher  on  child’s  own  web-­‐based  email  account.  If  paper  is  misplaced,  then  child  can  print  out  during  free  7me  (with  teacher’s  permission).  

QUESTIONS??  (CHECK  OUT  THE  HANDOUTS  FOR  MORE  INFO)  

We've  most  likely  talked  too  long,  but...