Parent and Teacher Resource Modules. Why are we here? Jan 2007 – HCPSS leaders and community...

Parent and Teacher Resource Modules

Why are we here?Jan 2007 – HCPSS leaders and community members met to assess existing resources for students with LD/ADHD

May 2008 – LD/ADHD Committee reported findings to the Board of Education. Recommendations included:

–System leadership for the effort–Development of resources & training for parents–Systemic dissemination of strategies and resources

2008-2009 - LD/ADHD Design Team created

LD/ADHD Initiative

Banner Question “How do we support the

classroom teacher delivering best practices in instruction and behavioral intervention for students with learning and/or behavioral needs?”

How did we get here?

2009-2011 – Parent resource modules were developed and piloted.

2011- 2012 - LD/ADHD Design Team Professional Development Committee adapted these modules into a series of teacher resource modules.

Who are we talking about?

All 21st Century Learners (Rodgers, Runyon, Starett, Von Holzen, 2006)

Students displaying learning and/or attentionchallenges

Students identified with an educational ormedical disability: IEP, 504, Action Plan

Lend Me Your Frontal LobeSession One

Outcomes

• Understand the creation of the Executive Functions Modules

• Learn the definition of executive functions• Identify characteristics of executive functions • Develop awareness of the development of

executive skills• Review definitions of learning disabilities,

ADHD and autism

Anticipation Guide Answer True (T) or False (F) to the following statements:  1. Students finish developing executive functions around age 12.

2. Executive functions are controlled by the parietal lobe of the brain.

3. Executive skills can be taught or strengthened.

4. Executive dysfunction is present only in students with disabilities.

5. Meta-cognition is a necessary component of executive functioning. 

Level of Impact Evidence Training Method

Awareness Articulate a general concept

Stand and deliver

Conceptual understanding

Clearly articulate a concept

Modeling/

Demonstration

Skill acquisition Use skills in structured setting

Practice in simulated situation with feedback

Application of skills Flexibly use skills Real cases with coaching

Model For Adult LearningJoyce & Showers, 1980,1992

Rosenfield & Gravois,1996

Executive functions can be defined as… a collection of processes

that are responsible for guiding, directing and managing cognitive,

emotional and behavioral functions, particularly during novel problem

solving.

Executive functions can be defined as… a collection of processes

that are responsible for guiding, directing and managing cognitive,

emotional and behavioral functions, particularly during novel problem

solving.

Definition of Executive Functions

Where are executive functions located?

Where are executive functions located?

Where are executive skills located?

Executive Functions

How are executive skills developed?

Executive skills develop…

through a process called myelination. Myelin acts as insulation for nerves, increasing the speed with which nerve impulses are transmitted. The faster the impulse, the better the skill.

All skills, including executive skills, improve with practice…

The more you practice, the better the skill. Practice also makes the task less effortful.

Source: Weintraub et al. (2011)

Birth

Age (Years)

50 70 80

Ski

ll pr

ofic

ienc

y

3 5 15 25 3010

Development of Executive Functions

Students may have weaknesses in one or more executive functions but not have a disability.

Executive skills are not typically fully developed until the age of 25.

Until executive skills are fully developed in students, parents and teachers act as

“surrogate” frontal lobes.

Three primary ways to develop executive skills:

1. Change the environment to reduce the impact of weak executive skills.

2. Teach and model executive skills.

3. Use incentives to get students to use skills that are hard for them.

Executive Functions serve as a Cognitive Conductor

The conductor or “master control” for all higher order and basic information processing.

The brain’s master control and command system.

Do you know your executive functions?

In groups of 2-3, match the nine executive functions with their definitions.

What do executive function

weaknesses look like in

your students?

What is a Learning Disability?

• Brain 'processes' information differently

• Certain kinds of information get stuck or lost while traveling through the brain.

• Causes a 'discrepancy' between ability and achievement.

What is Autism?

“Developmental disability that impacts development in the areas of

• verbal and non-verbal communication• social interactions• leisure or play activities”

What is ADHD?

Characterized by developmentally inappropriate

• inattention

• impulsivity

• hyperactivity

What is a typically

developing student?

Anticipation Guide Answer True (T) or False (F) to the following statements:  1. Students finish developing executive functions around age 12.

2. Executive functions are controlled by the parietal lobe of the brain.

3. Executive skills can be taught or strengthened.

4. Executive dysfunction is present only in students with disabilities.

5. Meta-cognition is a necessary component of executive functioning. 

Next Steps

Executive Skills Questionnaire