smart but scattered ssfs february 2014

8/18/2019 Smart but Scattered SSFS February 2014

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SMART, BUT

SCATTERED

Take the time and

fill out the

questionnaires

Presentation based on

“Smart but Scattered” by

Peg Dawson & Richard

Guare


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INTRODUCTION

Christine Abbot Brenda PeeblesShannon Sullivan

http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=pwtdLTgCLM7v6M&tbnid=a34yp8R7EJGMMM:&ved=0CAUQjRw&url=http://nikewing.blogspot.com/&ei=oPDpUs-rMZGDogSy3ILoDg&bvm=bv.60444564,d.cGU&psig=AFQjCNFRs0emDw7WZ4edPhHtjGbP2VxKZQ&ust=1391149494628426http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=pwtdLTgCLM7v6M&tbnid=a34yp8R7EJGMMM:&ved=0CAUQjRw&url=http://nikewing.blogspot.com/&ei=oPDpUs-rMZGDogSy3ILoDg&bvm=bv.60444564,d.cGU&psig=AFQjCNFRs0emDw7WZ4edPhHtjGbP2VxKZQ&ust=1391149494628426http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=pwtdLTgCLM7v6M&tbnid=a34yp8R7EJGMMM:&ved=0CAUQjRw&url=http://nikewing.blogspot.com/&ei=oPDpUs-rMZGDogSy3ILoDg&bvm=bv.60444564,d.cGU&psig=AFQjCNFRs0emDw7WZ4edPhHtjGbP2VxKZQ&ust=1391149494628426http://www.google.ca/url?sa=i&rct=j&q=&esrc=s&frm=1&source=images&cd=&cad=rja&docid=pwtdLTgCLM7v6M&tbnid=a34yp8R7EJGMMM:&ved=0CAUQjRw&url=http://nikewing.blogspot.com/&ei=oPDpUs-rMZGDogSy3ILoDg&bvm=bv.60444564,d.cGU&psig=AFQjCNFRs0emDw7WZ4edPhHtjGbP2VxKZQ&ust=1391149494628426


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OVERVIEW

1. Complete Questionnaire

2. ADHD and Executive Function

3. Defining Executive Skills

4. Strategies


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ADHD AND EXECUTIVE SKILLS

There is a consensus that ADHD is fundamentally adisorder of Executive Skills.

It is important to keep in mind that children do vary

in the development of Executive Skills and that a

lack of these skills don’t necessarily qualify them fora diagnosis of ADHD.


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EXECUTIVE SKILLS

The skills are organized:

1) Developmentally – the order in which they develop.

2) Functionally – what they help the child to do.


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ELEVEN EXECUTIVE SKILLS

Skill Definition Example

Response Inhibition Capacity to think before you act. Can accept a referee’s callwithout an argument.

Working Memory Ability to hold info in memory toperform complex tasks.

Remembering different

expectations of teachers.

Emotional ControlAbility to manage emotions to

achieve goals.

Managing anxiety during a

test.

Sustained Attention Capacity to maintain attention inspite of distractibility.

Can pay attention to

homework for 1-2 hours.

Task Initiation Ability to begin projects in atimely fashion

Not waiting to the lastminute to begin a project.

Planning/Prioritization Ability to create a “roadmap” toreach a goal, decide what isimportant to focus on.

Plan a project based on

deadlines or formulate aplan to get a job.


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REVIEW QUESTIONNAIRES

Questionnaires to give you an idea of Executive Skills strengths and

weaknesses.


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THEY’RE NOT

DOING IT ON PURPOSE

Difference between child and parent can lead to

conflict

Learning to advocate


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8 PRINCIPLES TO

IMPROVING EXECUTIVE SKILLS

1. Students aren’t “scattered” on purpose

2. Teach skills

3. Consider the student’s developmental level

4. Modify tasks to match the student’s capacity to exert effort 5. Use incentives

6. Provide just enough support for the student to be successful

7. Keep supports and supervision in place until child achieves

success8. Fade supervision and support gradually, never abruptly


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RESPONSE INHIBITION

Delay gratification (first, then)

Require student to earn itPrepare students for situations

by regularly reviewing the

expectations and rules

Immediately before going into asituation review rules again

Example: Learning to avoid temptation of setting aside work toengage impulsively in fun activities


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WORKING MEMORY

Make eye contact

Keep external distractions to a minimum

Use written reminders Rehearse with the student what you expect

them to remember; paraphrase

Use technology

Set alerts and reminders, take a picture,

calendar, video, digital copies of criteria

Examples: you remember you have homework on the weekend,

know your schedule, remembering multi-step tasks


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EMOTIONAL CONTROL

Keep rules clear and specific

Regulate their environment

Prepare students by talking aboutwhat they can expect and what theycan do if they feel overwhelmed

Give them coping strategies

Use active listening; empathyWork with a counselor if child does

not seem to respond well to any ofthese strategies

Examples: anticipate outcomes and be prepared for disappointment;

appropriate crying; appropriate anxiety/worry; being able to managechoice


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SUSTAINED ATTENTION

Space to work that has supervision & reduceddistractions

Use visual depiction of elapsed time

Offer praise or incentives for staying on-task Make a to-do list and see tasks through to

completion (use first, then, give variety & allowchoice)

What’s the best time of day? Take breaks andmove

APPS - timers

Examples: your age +2 mins, homework 10 mins per

grade


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TASK INITIATION

Consider external incentive

Have routines and follow up

Provide visual cues to remind child to begin the

task

Break overwhelming tasks into smaller, moremanageable pieces

Have student make a plan of how or when the

task will get doneLet student decide on cueing system that would

work best for him to trigger

Examples: can make and follow homework schedule with

minimal procrastination


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PLANNING AND PRIORITIZING

Involve your child as much as

possible in the planning process

Use things the child wants as a

jumping-off point for teachingplanning

Prompt prioritizing by asking your

child what needs to get done first

Being aware of personal schedule

Technology - scheduling

Examples: fun vs. responsibility


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ORGANIZATION

Put a system in place

Routines – pack bag, homework at the sametime every day, record of homeworkassignments

Visual Schedules Supervise students

Involve students as much as possible

You may need to change your expectations

Set up desk, organize binders or duotangs that

works for the student Checklists and To Do Lists

Technology – Awesome Note, Calendar,Dropbox or Cloud storage

Examples: lost papers, library books, keys


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TIME MANAGEMENT

Maintain a predictable daily routine

Talk to students about how long it

takes to do thingsAsk students to estimate how long

each task will take and think abouthow to fit in non-school-relatedactivities or extra curriculars

Clocks, Clocks, Everywhere

Technology - Calendar

Examples: allotting time for projects, being late


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ACCURATE SCHEDULING

Are you scheduling for the ACTIVITY or are you taking into

account getting ready, driving, changing/leaving and driving

home?

Are you a “yes” person?

Guilt (ahhhhhh……)


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FLEXIBILITY

Walk students through anxiety-

producing situations, obstacles or

changes in plans

Use social stories to address situationswhere the child is predictably inflexible

Be clear about nonnegotiable & maybe =

yes

Help your students come up with a

default strategy for handling situationswhere inflexibility causes the most

problems

Support on open-ended tasks

Examples: changes in schedules


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GOAL-DIRECTED PERSISTENCE

Start very early, beginning with verybrief tasks where the goal is within sight

Begin with goals that child wants towork on or have set for themselves(building a Lego structure or a puzzle)

Give the child something to lookforward to

Gradually build up time needed to reachgoals

Remind child what he/she is workingtowards

Allow breaks

Examples: resilience, follow through


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METACOGNITION

Teach students to consider possibleobstacles to achieving goals or completingprojects, then think of ways to overcomeobstacles

Teach child how to evaluate their ownperformance

Give students examples of exemplars toidentify what different finished productslook like

Talk to child after they have donesomething well or done something wrong

Understanding your needs/feelings andbeing able to articulate them

Examples: understanding how to put the steps together


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RESOURCESPrioritization and Planning Tool

Executive Function Definitions andStrategy Sheets

http://bit.ly/TgnEFj
http://localhost/var/www/apps/conversion/tmp/scratch_7//024-V02-M01/Staff_Shared/MACC/Planning%20and%20Prioritization%20tool.pdfhttp://www.southcountychildandfamily.com/resources/execfunctions.htmlhttp://www.southcountychildandfamily.com/resources/execfunctions.htmlhttp://bit.ly/TgnEFjhttp://bit.ly/TgnEFjhttp://bit.ly/TgnEFjhttp://bit.ly/TgnEFjhttp://www.southcountychildandfamily.com/resources/execfunctions.htmlhttp://www.southcountychildandfamily.com/resources/execfunctions.htmlhttp://localhost/var/www/apps/conversion/tmp/scratch_7//024-V02-M01/Staff_Shared/MACC/Planning%20and%20Prioritization%20tool.pdf

smart but scattered ssfs february 2014

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