Development of Executive Function in Children

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Development of Executive Function in ChildrenStrategies to Support Positive Behaviors, Academic Achievement, and Social Well-Being

Presented by Nisha S. Sanghvi, OTR/L

Learning Objectives1. 1. Review brain development and function of the prefrontal cortex as well other key neural circuitry.

2. 2. Define executive functioning and the associated key skills of self-regulation.

3. 3. Utilize strategies to support executive function in children through therapeutic activities integrated into daily routines.

4. 4. Examine a variety of tools, visual supports and digital media resources to make environmental adaptations and goaldirected tasks.

Disclosures• Guidelines exist whereby all speakers must disclose any relevant relationships. All relevant relationships are published on

the course page at www.summit-education.com.

• Summit Professional Education accepts In-kind support for certain live events. Please go to www.summit-education. com and click on a specific workshop date to view disclosures for specific live events.

• Approvals of any activity refer only to continuing education activities and do not imply that there is real or implied endorsement of any product, service, or company referred to in this activity nor of any company subsidizing costs related to the activity.

• You will be notified if a presentation relates to any product used for a purpose other than that for which it was approved by the U.S. Food and Drug Administration.

• FINANCIAL: Nisha Sanghvi is compensated as the owner of Integrated Pediatrics and by Summit as an instructor.

• NONFINANCIAL: Nisha Sanghvi serves on the DuPage Interagency Council on Early Intervention Steering committee and the Illinois Interagency Council on Early Intervention.

Development of Executive Function in Children to

Support Positive Behaviors, Academic Achievement &

Social Well-Being

Nisha Sanghvi, OTR/L

[email protected]

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Executive Functions: Skills for Life & Learning

• Important through life for school achievement, positive behaviors, goodhealth and successful work

• Critical factors in developing a strong foundation for these essentialskillsRelationships: to support, model, engage, provide consistency,

guidance and protectionActivities: to reduce stress, foster social connection,

incorporate exercise, increase complexity and include repeatedpracticePlaces: to feel safe and protected, allow for creativity,

exploration and exercise and be economically and sociallystable

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Self Regulation – develops in the early years

Knowledge & Skills – school years

Mindsets – especially important in teenage years

Values – helps guide decisions in life

www.wallacefoundation.org/knowledge‐center/Documents/Foundations‐for‐Young‐Adult‐Success.pdf

Foundational components that we can help shape

Active Developmental Experiences• Encounter novel situations with

adult models • Tinker to allow for discovery,

creation, play & imagination• Choose to present one-self in

activities, friends & goals • Practice with feedback to develop

competence • Contribute in meaningful ways

Reflective Developmental Experiences • Describe & evaluate feelings and

experiences

• Connect new experiences & ideas with the existing

• Envision what you want to become and what you want to avoid

• Integrate insights from experiences into a larger sense of self

4www.wallacefoundation.org/knowledge-center/Documents/Foundations-for-Young-Adult-Success.pdf

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Challenges in the Children Treat – range from mild to severe

• Anxiety

• Depression

• ADD/ADHD

• Autism

• Learning Disorders

• Developmental Disorders

• Sensory Integration Disorders

• Vision problems

• Hearing Problems

• Behavioral Challenges

• Lack of Confidence/Self-Esteem

• Gross Motor Delays

• Fine Motor Delays

• Perceptual Motor Challenges

• Speech & Language Challenges

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Basic Brain Structure

Brain Development in Early Years

• Neuroplasticity – the forming and reforming of neural pathways and is most constant and rapid during the first five years of life

• Fire together Wire together → practice makes perfect

• Blooming & Pruning – “use it or lose it” principle

• Stressors – toxins in utero (drugs, alcohol, etc.), environmental, relationships, poverty, trauma, etc.

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Adverse experiences can impair executive function development

• Early experiences impact the development of neural circuitary in infancy and early childhood that enable the development of executive function

• Children are NOT born with executive function skills, but are born with the potential to develop them, depending on quality of environment, experiences and relationships

• Toxic stress in environment or with people can really impact EF development

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Seratonin Dopamine• Regulates mood, body

temperature & appetite • Regulates mood & muscle

movement

• Long term – mood regulator • Short term – pleasure center

• Visceral: all over body – 14 receptors

• Etheral: “in the head” – 5 recepors

• From shared experience • From isolated experience

• It is enough • Need more of it

• Too little – depression • Too much –addiction

• Syntesized in Raphe nuclei in brainstem & transported to cerebral cortex

• Produced in ventral tegmental area& substania nigra

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Self-Regulation through Experiences, Interaction & Relationships

• Self- regulation → ability to manage your emotions and behavior in accordance with the demands of the situation

• Caring, consistent relationships with adults provide external supports that serve as the basis for developing self-regulation

• Allow kids to get the building blocks for a range of important skills

• Involves intentional decisions and active processes

• Model, observe, provide verbal cues → gradually with adult support help kids achieve internal self-regulation

• Serve and return – the continuous interchange

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Nine Temperament Traits

Activity Level how active is the child? consistent? changes? impact function?

Distractibility degree of concentration and paying attention displayed when a child is not particularly interested in an activity? do external stimuli interfere with ongoing behavior?

Intensity energy level of a response whether positive or negative?

Regularity predictability of biological functions like appetite and sleep?

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Classic child development research conducted by Doctors Chess and Thomas


Sensory Threshold how sensitive this child is to physical stimuli? amount of stimulation (sounds, tastes, touch, temperature changes) needed to produce a response in the child?

Approach/Withdrawal child’s characteristic response to a new situation or strangers? eagerly approach new situations or people? seem hesitant and resistant when faced with new situations, people or things?

Adaptability how easily the child adapts to transitions and changes, like switching to a new activity?

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Persistence length of time a child continues in activities in the face of obstacles?

Mood tendency to react to the world primarily in a positive or negative way?

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Strategies to promote self-regulation

• Observation → read the child’s cues • Respond → be alert and attentive to individual differences and react

with regularity, novelty and interaction • Provide structure and predictability → consistency with caregivers

and approaches to daily routines• Developmentally appropriate environments and play → create

opportunities for play and interaction for success • Define age-appropriate limits →help the child feel safe and

communicate expectations • Show empathy and caring → recognize the child’s needs, validate

their feelings

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Core Skills for Problem-Solving

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Executive Function

• Coordination of processes to work together to manage our thoughts,

actions and emotions in order to accomplish tasks throughout our

day – allows us to plan, manage time and organize

• Develop from infancy all the way through early to mid 20s

• Helps with school readiness, social functioning, academic

achievement as well as mental and physical health

• Genetics and Experiences contribute to the development of EF

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Center on the Developing Child at Harvard University (2011). Building the Brain’s “Air Traffic Control” System: How Early Experiences Shape the Development of Executive Function: Working Paper No. 11. Retrieved from www.developingchild.harvard.edu.

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Hot Executive function

self-management skills we use is situations where emotions run high

(Emotional challenges - response inhibition, emotional control,

sustained attention, task initiation, goal persistence, flexibility)

→ ventral & medial regions of prefrontal cortex

Bell shape curve

Cold Executive function

self-management skills we use when emotions are not a factor

(Academic challenges - working memory, planning, organization,

time management, metacognition)

→ lateral prefrontal cortex region

Trajectory ascends with age

Executive Function – 3 Key Areas

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• The ability to keep information in mind & use it in some way

Working Memory

• The ability to think about something in more than one way (aka cognitive flexibility)

Flexible Thinking

• The ability to ignore distractions and resist temptation

Inhibitory

Control

Executive Function – Birth to 2 years

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• Infants remember recently hidden objects → toy under blanket & use working memory to find the toy

Working Memory

• At 9-11 months, infants can strategize how to get an objects out of reach → pull blanket that toy is on

Flexible Thinking

• As early as 6 months, infants can refrain from touching something they have been warned to avoid → electrical outlet

Inhibitory Control

https://www.beyondbooksmart.com/executive-functioning-development

Executive Function – 3 to 5 years

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• Toddlers can keep two different rules in mind, such as sorting objects by two colors or two shapes.

Working Memory

• Between 2-5 years old, children develop the ability to understand & apply certain rules for different contexts, such as leaving their shoes on at school, but taking shoes off at home

Flexible Thinking

• Around 4 years old, children can start to delay immediate gratification, such as waiting to start dinner until everyone is ready.

Inhibitory Control



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• developed enough for more complex tasks, such as remembering which toy a child seeks as the child looks in different rooms

Working Memory

• critical period of change between 7-9 years old as kids develop flexible thinking, so they can set goals & change tactics as needed; between 10-12 years old, kids can adapt to changing rules, such as yelling on the playground & being quiet in the classroom

Flexible Thinking

• evolves rapidly between the ages of 5-8; y by 7 years old, children can ignore irrelevant visual information, like a crayon squiggle on a book page, just like adults

Inhibitory Control



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• continues to improve until 15 years old → teens can typically remember the main points of a teacher’s lecture while they take notes in class

Working Memory

• evolves rapidly during these years → teens continue to improve their ability to shift their focus and adapt to changing rules, such as when it’s OK to use slang and sarcasm and when they need to be more formal and polite.

Flexible Thinking

• In late teens, there is an increase in the ability to manage where to focus attention & when to ignore information, such as a driver recognizing a road sign for a pedestrian crossing, noticing there is no pedestrian and being able to focus back on the road

Inhibitory Control



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• abilities gain strength again throughout the 20’s with skills such as remembering multiple tasks and rules, such as those needed for managing job responsibilities

Working Memory

• as adults, the ability to revise and reflect on plans based on circumstances fully evolves, allowing complex problem solving and insight about behavior

Flexible Thinking

• as adults, self-control is typically consistent and stable; incidents of impulsive retaliation are rare

Inhibitory Control


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Attention Problems

Risk-takingImpulsive Behaviors

Compulsive Behaviors

Emotional Difficulties

Possible consequences of poor executive function

• aggression • mood swings • suicidal ideation

• alcohol/drug use

• preoccupations with appearance

• self-mutilation

• alcohol/drug use

• unprotected sex

• distractibility• poor academic planning

www.aboutkidshealth.ca/En/News/Sreies/ExecutiveFunction.com

Executive Function Testing

• Testing needs to be comprehensive → executive function is the management system of the brain, involving several components and a wide range of skills

• Important to take the whole team into consideration – all caregivers, educators and providers to get a clear picture of the child’s strengths and needs

• Goal is to pinpoint root cause of challenge & implement the appropriate strategies

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Executive Function TestsArea Assessed:ATTENTION

Measures Importance Possibleobservations & may identify

Examples include:• Test of Variables

of Attention (age 4+)

• Integrated Visual & Auditory CPT (IVA-2) (age 6+)

• ConnersContinousPerformance Test II (CPT II) (ages 6+)

Child’s ability to pay attention

Signals that child has challenges with attention; hallmark of ADHD but does not test specifically for ADHD

“zoning out” slow

processing speed

focusing challenges

inhibitory control sustaining attention

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Executive Function TestsArea Assessed:INHIBITORY CONTROL

Measures Importance Possibleobservation & may identify

Examples include:• Stroop Color &

Word Test (ages 5-14, adult ages 15+)

• The Color-Word Interference Test of Delis-Kaplan Executive Function (D-KEFS) (ages 8+)

Child’s ability tohold back on giving an automatic response → ability to think something through before acting

Inhibitory control is related to self-control & allows children to asses new situations and how they should respond

processing speed challenges

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Executive Function TestsArea Assessed: WORKING MEMORY


Examples include:• Digit Span and

Spatial Span subtests of the Wechsler Intelligence Test of Children (WISC) (ages 6-16)

• Working Memory Tasks in WJ-III Cognitive Battery (ages 2+)

Verbal working memory → ability to store information that is head or seen

Working memory allows children to hold onto new information in order to put it to use

working memory challenges

language comprehension

visual- spatial challenges

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Executive Function TestsArea Assessed: ORGANIZATION & PLANNING SKILLS


Examples include:• Tower of Hanoi

(ages 5+)• The Tower Test

of D-KEFS (ages 8+)

• Rey-OsterriethComplex Figure Test (ages 6+)

Ability to plan, sequence and organize information for problem-solving; can also assess working memory and inhibitory control

Planning,sequencing and organizational skills are important to follow directions and complete tasks efficiently; Necessary for participation in complex discussion

Efficiency with planning, sequence and organization

Time management

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Executive Function Tests

Area Assessed: CONCEPT FORMATION


Examples include:• Matrix

Analogies Test (ages 5-17)

• NaglieriNonverbal Test (age 5-18)

• WISC-V Matrix Reasoning (ages 6-16)

Ability to form classes of items based on commonalities; Ability to figure out patterns or relationships between objects

Concept formation enables children to see relationships between things and develop ideas based on what they already know → important for abstract thinking

Size, spacing and orientation

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Executive Function TestsArea Assessed: SET SHIFTING


Examples include:• Wisconsin Card

Sorting Test (ages 7+)

• The Sorting Test of D-KEFS (ages 8+)

• MinnesotaExecutive Function Scale (MEFS) (ages 2+)

• Trail Making Tests

Ability to shift from one task to another; Measures concept formation

Allows kids to shift their attention and transition throughout the day; Flexible thinking allows kids to participates in novel ways; Helps problem solving

Frustrationtolerance

Ability to think in difference ways

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Executive Function Tests

Area Assessed:WORD AND IDEA GENERATION


Examples include:• Controlled Oral

Word Association Test (ages 5-16)

• Verbal Fluency Test in D-KEFS (ages 8+)

• Word Generation subtest in NEPSY-II (ages 3-16)

Ability to think of words and generate ideas

Necessary to solve problems by quickly coming up with words and ideas

Processingspeed

Initiation Problem-solving

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Impulse Controlability to stop and think; resist the

urge to say or do something

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Saying/blurting things without reflecting on situation first

Participate in pleasurable things without considering obligations or commitments

Speed through assignments with lack of accuracy and completeness

Strategies to help improve Impulse Control• Provide structure and consistency • Improve listening skills – have child repeat directions to you• Clearly identify expectations (i.e. rules at home, rules at

school)• Restrict access & Practice delayed gratification • Use timers; Teach stop & wait • Reduce clutter and visual distractions • Discourage multi-tasking • Visual schedules • Model appropriate behavior • Encourage physical activity and games

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Emotional Control

ability to manage feelings by

thinking about goals

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Difficulty accepting constructive criticism

Challenges staying focused on goal if they get upset or unexpected things happen

Often state things are “unfair”; over-react to losing

Have difficulty focusing on tasks when they are stressed

Strategies to support Emotional Control

• Label and identify feelings • Develop and expand feelings’ vocabulary • Validate the child’s feelings • Eliminate or decrease potential triggers • Deep breathing and counting • Taking breaks – calming space • Identify mood boosters • Identify emotions of characters in books, cartoons and

movies • Provide a script or social story for the challenging emotions • Teach early signs of big emotions

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Flexibilityability to change

strategies or revise plans when

conditions change; adaptability to

changing conditions

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Difficulty when familiar routine is disrupted

Challenges when tasks become too complicated

Frustrated when he/she is not successful on initial attempt

Unable to see thing in a new or different way

Strategies to Encourage Flexible Thinking

• Decrease novelty and unfamiliarity • Highlight similarities • Use closed-ended tasks versus open-ended tasks • Normalize errors • Model activities – walk through each step of the task • Provide visual supports • Provide the just-right challenge for the child with introduction

to changes and new situations

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Strategies to Encourage Flexible Thinking

• Activities that involve multiple-meaning words, word categories and number puzzles to build a child’s flexible approach to language & numbers

• Visualizing & discussing jokes, riddles, puns & multiple-meaning words to encourage the importance of context clues

• Reading comprehension to encourage asking themselves key questions when they don’t understand

• Written language – encourage the child to use strategies to organize & prioritize when he/she gets “stuck”

• Math – use alternative approaches to get to the answer & the most efficient way

• Studying – support the child in extract & memorizing key information

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Working Memory ability to hold

information in mind and use it to

complete a taskencourage the ability

to draw on past learning or

experiences to apply to the situation in the

moment or in the future

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Difficulty when the child cannot remember and apply crucial information

Challenges with multi-step directions

Information just does not “stick with them”

Strategies to Support Working Memory • Know your child’s weakness, but play their strengths – child with

strong visual spatial skills, use a visual diagram with math word problem

• Help compensate for a weakness - break up/chunk information →→→ aka “information management”

• Reinforce what works – help child identify what strategy works for them

• Use working memory as a floodlight – focus on single activity, stop & shift to prevent overwhelming feelings

• Use calendars and schedules • To-do lists, white-board and visuals • Apps – nudge, Wunderlist, Reminder, BugMe!• Reflect on past experiences • Rehearse and practice

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Self Monitor ability to monitor

and evaluate your own performance; self-monitor and self-evaluate to

observe how one can problem-solve

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Difficulty realizing he/she isn’t following directions until someone else points it out

Often misjudge heir own efforts

Difficulty adjusting what they are doing based on cues/feedback

Surprised with bad grades

Self-Monitoring/Self-Checking become more important for Academic Success

• Understanding an assignment, planning & organizing an approach• Understand concepts, & matching final answers with initial

question• Understanding assignments, monitoring due dates,

organizing materials, & checking for accuracy • Monitoring knowledge, identify what needs to be learned, &

checking completed work for errors • Encourage child to self-evaluate – “what’s the problem?”

“am I following the plan?” “how did I do?”

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Strategies to Support Self-Monitor & Self-Check

• Self-talk to promote self-reflection & increased awareness →→ aka “think out loud

• Read single sentences or small chunks of text & check for understanding

• Discuss the characters, language use & connection between themes & details

• Review assignments to track progress• Create a personalized list of errors to watch for • Use different colored pens when shifting from role of writer to

role of self-editor • Read aloud or use of text-to-speech technology

48www.understood.org – Executive Function 101

Reading Comprehension

Writing

Strategies to Support Self-Monitor & Self-Check

• Check for accuracy - against an estimate, use reverse operation, use of a calculator • Create a personalized checklist by identifying past errors

• Silly phrases or songs as reminders • Encourage a final check – look over to learn habit of self-check• Keep a clock handy to monitor time spent on tasks

• Review study guides – with movement breaks built in • Create a list of “don’t forget items” • Use acroynms as reminders to check for errors during & after a test• Use 2 or 3 column notes to study & check of major themes

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www.understood.org – Executive Function 101

Math

Homework

Study & Test-taking

Planning & Prioritizing

ability to create steps to reach a

goal and to make decisions about what to focus on

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Easily overwhelmed with multi-step or complicated tasks

Difficulty with organizing, structuring a task & setting priorities

Often underestimate complexity and time requirements of tasks

Planning & Prioritizing Strategies

Prioritize tasks• Homework – due dates, difficulty level, or stress level about

task• Identify steps need to accomplish long-term projects – start

with simple steps first and gradually increase complexity • Sequence tasks logically - make a plan

Prioritize Materials • Review homework & gather materials• Accessible and familiar location

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www.understood.org – Executive Function 101

Task Initiation ability to recognize when it is time to

get started on something and begin without

procrastinating

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Don’t start homework on time

Often delay projects till last minute – may not know how to start

Sometimes described as lazy or unmotivated

Get too overwhelmed so he/she avoids the task completely

Task Initiation Strategies

• Acknowledge level of interest and try to explain the importance of the task

• Help the child get started on the task, DO NOT DO THE TASK FOR THE CHILD, provide assistance

• Break down task – provide cues and prompts • Develop schedules and routines • Buddy system • Eliminate distractions • Establish set times to do non-preferred tasks • Use of reminders - planners & calendars• Build in some incentive if needed • Try to keep EMOTIONS out of it – avoid arguments and nagging • Be a good model – share your own challenges

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Organizationability to create and maintain systems to

keep track of information and

materials

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Difficulty with planning and prioritizing

Often lose permission slips, forget homework, late with returning library books, etc.

Receive frequent consequences as a result

Unable to learn how to keep track of things

Organization Strategies Organize time

• Family calendar • Paper or Electronic calendars • Encourage child to schedule fun activities into day

Organize Tasks • Break larger tasks down – chunking; use of charts • Make lists & check off tasks upon completion

Organize Materials • Organized workspace – ask preference of 1-2 options • Provide pictures • Reference material i.e. calculator, dictionary, etc.• Regular time to clear & organize workspace – help make it a habit

(i.e.daily, weekly, monthly) • Folder system that works for the child

Involve child in the process and evaluation of the systems, have child participate in the improvements

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Strategies to Help your Child feel Motivated

• Simplify or condense instructions • Make sure the child can actually do what is being asked of

him/her – set small & achievable goals with the child • If getting started is the challenge, then provide an auditory or

visual cue• Check in with the “perception of the challenge” – can have a

major impact on the motivation & drive to do the task(s) • Focus on tasks that the child is interested in & motivated by • Offer choices to enable some autonomy • Offer rewards that personally motivating • Praise the child’s efforts

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Strategies to Promote Positive Behavior

• Comprehensive assessment when concerns arise • Communication with entire team to identify true cause of

challenge • Set clear and consistent rules and expectations in all settings • Praise and encouragement

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Strategies to promote better Social Skills

• Get to root of problem • Notice social strength as well as weaknesses • Begin a conversation – listen, acknowledge & support problem-

solving • Decide together on an alternative way to handle situation in the

future • Self- reflect – did it work in real-time when implanted?

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Prefrontal Cortex

Reasoning

Intentional Choices

Primitive Brain

Survival

Fight-or-Flight

When we have the time to consciously process sensory input, we allow the prefrontal cortex to analyze the information. Instead of an immediate, impulsive reaction, we get to choose the best response instead

59http://thehawnfoundation.org/mindup/

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Mindfulness

Mindfulness occurs when we pay attention to what is happening in the here and now. We observe our emotions, our thoughts, our surroundings, in an even-minded, nonjudgmental way.

Learning to be mindful of what’s happening in the moment helps children make sound decisions rather than be ruled by their emotions.

Mindfulness helps us to become more reflective versus reactive in how we respond to events

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Yoga

• Increases confidence and self-esteem • Increases strength and endurance • Improve coordination and balance • Help body awareness• Improve concentration and sustained focus • Decreases stress

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Cosmic Yoga Yoga for Small Spaces Think Fun Yoga Spinner GameStar Wars Yoga

Yoga Kids Yoga deck for Kids on the ball Yoga PretzelsYoga Dice

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Yoga

65https://www.benestarwellness.com/benestarwellness/2017/3/24/yoga-and-mindfulness-for-brain

Guided Visualization & Imagery

• Improves self-esteem

• Improves sleep

• Decreases anxiety/stress levels

• Helps improve coping abilities

• Improve concentration and focus

• Increases creativity

• Improve an individual’s immune system

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Guided Visualizations Scripts

• Peaceful Butterfly • Bubble Blower Magic • Restful Ragdoll• Cool at School• Enchanted Fall Forest • Visualizing the New

Year • Spring Renewal • Remember Easily • Inner Kingdom • Peaceful Retreat • The Thankful Turtle

• Pausing to understand Anger • Happiness Factory • Loving Your Body • Inner Listening • Beach Relaxation • Cozy Castle • Lakeside Meditation • Magic Carpet Ride • Deep Breathing

Meditation • Happy Heart • Bucket of Kindness

• You are Loved • Shine Your Light • Big Emotions & the

Beautiful Butterfly • Thankful Heart on the

Lazy River • Morning Meditation on

Kindness & Helpfulness

67https://www.greenchildmagazine.com/guided-relaxation/

Parent/Caregiver Strategies

• Personality – identify for parent and child • Strengths & weaknesses – identify for parent and child • Short term strategies • Keep it simple • Partner with child, teacher & team • Lead by example and model – organization in your own

life • Create comfortable daily routines

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Strategies & Tools

• Visual or written schedules

• Graphic organizers

• Transition strips

• Modelling and video

• Timers – visual or auditory

• Buddy or Partner System

• Quiet work space

• Chill out corner

• Emotional Vocabulary

• Social Stories

• Device Storage Space

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3 Categories: Ages 5 & under, 6-8 years & 9-12 years

• Casey, B. J., Somerville, L. H., Gotlib, I. H., Ayduk, O., Franklin, N. T., Askren, M. K., Jonides, J., Berman, M. G., Wilson, N. L., Teslovich, T., Glover, G., Zayas, V., Mischel, W., & Shoda, Y. (2011). Behavioral and neural correlates of delay of gratification 40 years later. Proceedings of the National Academy of Sciences of the United States of America, 108(36), 14998–15003.

• Tang, Y.Y. & Ma, Y. & Wang, J. & Fan, Yaxin & Feng, Shigang & Lue, Colin & Yu, Qingbao & Sui, Danni & Rothbart, Mary & Fan, Ming & Posner, Michael. (2007). Short Term Meditation Training Improves Attention and Self-Regulation. Proceedings of the National Academy of Sciences of the United States of America. 104. 17152-6.

• Tang, Y.Y. & Posner, M. (2009). Attention training and attention state training. Trends in cognitive sciences. 13. 222-7.

• Tang, Y. Y., Yang, L., Leve, L. D., & Harold, G. T. (2012). Improving Executive Function and its Neurobiological Mechanisms through a Mindfulness-Based Intervention: Advances within the Field of Developmental Neuroscience. Child development perspectives, 6(4), 361–366.

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Play Activities

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• Movement Activities • Ready-Set-Go Games • Freeze Games• Sorting & Matching

Games• Obstacle courses • Yoga • Animal Walks

• Red Light Green Light • Simon Says • Musical Chairs • Sports • Playing an instrument

Daily Activities

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• Meal preparation – cooking, setting table, grocery shopping

• Getting ready for the day – bathing, dressing and grooming activities

• Daily chores – cleaning spaces, making bed, outdoor activities

• Social Interactions – phone calls, play dates, emails

• Vacation planning – using maps, time management

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Apps

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• 30/30• BugMe!• CanPlan• ChoreMonster• ChorePad• ChoiceWorks• Corkulous• Evernote• FirstThisThen Visual

Scheduler • Goalbook• GoodHabitMaker• Google Keep

• Habit List • Idea Sketch • InClass• iRewardChart• LicketySplit• Mind Meister • Mindjet Mapping• Motivaider• My Video Schedule • myHomework• Notability • Nudge

• PictureUrDay• Plan It, Do It, Check It

Off• Quizlet• Remember the Milk • SandTimer• Time Timer• Timer+• Todoist• TokenBoard• ToodleDo• Wunderlist• YouNote!

https://www.additudemag.com/wp-content/uploads/2017/07/Executive-Function-Worksheet.pdf

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https://www.parentfurther.com/sites/default/files/exec-function-feb-2015.pdf

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www.toolsofthemind.org

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• Research-based early childhood model • Combines teacher professional development with a comprehensive

innovative curriculum that helps young children to develop the cognitive, social-emotional, self-regulatory, and foundational academic skills

• Support the development of all young children• Gives teachers the tools to ensure every child becomes a successful

learner → promoting the development of the underlying cognitive, social and emotional skills needed to reach his/her highest potential

https://toolsofthemind.org/learn/tools-for-parents/

Promote Self-talk or Private speech Support Make-believe Play & DramatizationModel How you Think, Plan and Regulate your Behavior Support Child Planning and include Children in Decision-making Support the Development of Executive Functions Establish Routines Leverage Planning, Anticipation & Rules Play Games & Activities that Support the Development of Self-

Regulation & Executive Functions

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www.biglifejournal.com

Fixed Mindset vs. Growth Mindset

• Fixed Mindset – individual believes that basic abilities, intelligence and talents are fixed traits that one is born with: you have what you have and that’s it

• Growth Mindset – individual believes that basic abilities and intelligence can be developed with effort learning and persistence: basic abilities are simply a starting for their potential

tyranny of “now” vs luxury of “not yet”

As Carol Dweck from Stanford University says, “people with a growth mindset have an underlying belief that their learning and intelligence can grow with time and experience”

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How to Develop a Growth Mindset

• Acknowledge & embrace your weaknesses

• View challenges as opportunities

• Know you learning style & use the right strategies

• Neuroplasticity – the brain has the ability to change throughout life

• Prioritize learning over approval

• Focus on the process instead of the end result

• Cultivate a sense of purpose – look at the big picture

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• Choose learning well over learning fast

• Reward effort & actions, not traits – the “how” of being smart

• Learn to give & receive constructive criticism – this is how we learn

• Need for improvement does not mean failure

• Reflect on learning every day – model for the child

• Learn from mistakes of others – NOT to compare, but as a learning experience

• Think of learning as brain training – it is necessary to keep up with changing and new trends in our world

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• Remember it takes time to learn – set realistic goals

• Look at the child as an individual – avoid comparisons

• Model for the child – discuss successes and failures

• Cultivate grit – have the passion to persevere

• Never to stop learning

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Grit and Resilience

87http://angeladuckworth.com/research/

Grit is the tendency to sustain interest in and effort toward very long-term goals (Duckworth et al., 2007) Self-control is the voluntary regulation of impulses in the presence of momentarily gratifying temptations (Duckworth & Seligman, 2005; Duckworth & Steinberg, 2015)Resilience is the ability to overcome serious hardship; the ability to manage and adapt to stress and adversity Duckworth defines grit as ‘passion and perseverance for long-

term goals’Angela Duckworth & the Character Lab – for researchers &

educators • 12-Item Grit Scale 8-Item Grit Scale• 8-Item Grit Scale (For Children) Self- Control Scale (For

Children)

Grit and Resilience

The studies conducted by researchers have shown that people with grit not only experience more success, they also tend to be happier

→ doing something they love and contributing to a higher purpose

Psychological assets that contribute to grit, tend to develop, over time, in a particular order

1. Interest – activities with high interest helps develop passions

2. Practice – purposeful and regular practice

3. Purpose – passion should have a purpose

4. Hope – ability to keep going even when things get challenging

88

http://angeladuckworth.com/research/

89

Strategies to Teach Grit and Resilience

• Help your child find dreams, goals, and a core purpose in life.

• Encourage your child to conduct “grit interviews” of adults in his life.

• Read stories and books about grit and help your child connect them

• Ask your child, “What’s the hard part?” and help him problem-solve when he wants to give up.

• Follow Duckworth’s “Hard Thing Rule” as a family..

• Share your own passions with your child, and pursue them regularly.

https://biglifejournal.com/blogs/blog/activities-grit-resilience-children

90https://marktaylorpsychology.wordpress.com

91

CHILD Parent/

Caregivers Recreational

Activities

Daycare School Staff

Afterschool care Coaches

Contributing Influences

92

Key Concepts

Fire Together, Wire Together – look at duration, frequency & intensity for changes pattern

Time Horizon – expectation & ages

Teaming – what can we do to help within each discipline & together, if it isn’t working step back & search for alternate plan

Remember lots of individual variation among children

93

Executive function and self-regulation help us manage information, make decisions and plan ahead. We are all born with the potential to develop the skills over time with practice throughout life.

94

Model

Stress

Verbal Scaffold

Age

Manage Expectations

Individual differences

Establish Consistent Routines

Redirection

Give Opportunities

STRATEGIESTO USE

https://townsquarecentral.org

Name:________________________________ DOB:________________________________

Descriptors

o determined

o loving

o delightful

o clever

o daring

o calm

o bold

o persistent

o humorous

o energetic

o easy-going

o quirky

o detailed

o optimistic

o fearless

o courageous

o cautious

o spunky

o direct

o inquisitive

o strong

o alert

o spirited

o patient

o tough

o motivated

o opinionated

o fascinating

o joyous

o independent

o excited

o observant

o sensitive

o aware

o logical

o confident

o adventurous

o curious

o engaging

o responsible

o lovable

o friendly

o cheerful

o selective

o outgoing

o happy

o consistent

o particular

o quick

o brave

o focused

o calm

o selective

o spontaneous

o active

o attentive

o serious

o vibrant

o affectionate

o courageous

o flexible

o powerful

o motivating

o decisive

o detailed

o meticulous

o intense

Special interests, Talents and Hobbies o Sports/Athletics o Martial Arts o Art and Crafts o Dance

o Cooking o Gardening o Playground o Pets/Animals

o Collections o Movie/Show o Characters/People o Books/Comics/etc.

o Video games o Enjoys socializing o Other:_______________

Challenges/Areas of difficulty o Attending/focusing o Multi-step directions o Organization o Turn-taking

o Sharing o Waiting o Managing emotions o Transitions

Learning Styles

o Visual ○Auditory ○Tactile/touch Effective Strategies:

____________________________________________________________________________________ ____________________________________________________________________________________ Additional Information:

____________________________________________________________________________________ ____________________________________________________________________________________

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NA

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:___

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EXECUTIVE FUNCTION INTERVENTION PLAN

1. Establish goal. ● What is the problem behavior?

● What executive function skills is the target? ● What is the goal behavior?

2. Identify the environmental supports that be utilized. ● Physical & Social Aspect of the Environment (i.e. physical adaptations & barriers to reduce distractions, provide organizational supports such as visual schedules, reduce social challenges, etc.) ● The Task (i.e. make sorter, build in breaks, provide incentives, create a schedule, provide Choices, etc.) ● Adult Support (i.e. verbal prompts, amount of assistance, encouragement, feedback, rehearsal, etc.) 3. The Process – Define the steps of the plan (i.e. who will teach the skills, where will it be introduced, how can it be followed through) 4. Define incentives to support the goal to help child learn, practice and use skills consistently. ● Specific phrases of praise ● Incentive/reward upon completion of each step – identify daily rewards, weekly rewards, monthly rewards 5. Determine how to measure success.

www.simpleinteractions.org/the-si-tool.html

http://www.simpleinteractions.org/the-si-tool.html

https://www.zerotothree.org/resources/1455-from-baby-to-big-kid-full-archive-download#downloads

https://developingchild.harvard.edu/resources/building-the-brains-air-traffic-control-system-how-early-

experiences-shape-the-development-of-executive-function/

https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-

child-development/

https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/

https://developingchild.harvard.edu/resources/what-is-executive-function-and-how-does-it-relate-to-child-development/

https://developingchild.harvard.edu/resources/activities-guide-enhancing-and-practicing-executive-

function-skills-with-children-from-infancy-to-adolescence/

https://developingchild.harvard.edu/resources/activities-guide-enhancing-and-practicing-executive-function-skills-with-children-from-infancy-to-adolescence/

https://developingchild.harvard.edu/resources/activities-guide-enhancing-and-practicing-executive-function-skills-with-children-from-infancy-to-adolescence/

https://blissfulkids.com/mindfulness-and-the-brain-how-to-explain-it-to-children/

For Complete checklist visit https://www.additudemag.com/download/executive-functions-in-the-classroom/

www.additudemag.com/download/teen-executive-functions-skills/

http://www.additudemag.com/download/teen-executive-functions-skills

https://www.additudemag.com/download/emotional-control-teens/

https://www.additudemag.com/download/emotional-control-teens/

https://www.additudemag.com/download/executive-function-worksheet/

https://www.additudemag.com/download/executive-function-worksheet/

https://www.understood.org/en/family/managing-everyday-challenges/daily-expectations-child/download-

parent-child-behavior-contracts

https://www.understood.org/en/family/managing-everyday-challenges/daily-expectations-child/download-

parent-child-behavior-contracts

https://www.understood.org/en/learning-thinking-differences/understanding-childs-challenges/simple-

changes-at-home/download-sample-picture-schedules-and-visual-planners

https://www.understood.org/en/learning-thinking-differences/understanding-childs-challenges/simple-changes-at-home/download-sample-picture-schedules-and-visual-planners










https://biglifejournal.com/pages/freebies

https://www.understood.org/en/friends-feelings/empowering-your-child/self-awareness/download-self-

awareness-worksheet-for-kids

https://www.understood.org/en/friends-feelings/empowering-your-child/self-awareness/download-self-

awareness-worksheet-for-kids

https://www.understood.org/en/friends-feelings/empowering-your-child/building-on-strengths/download-

growth-mindset-activities-for-kids

https://www.understood.org/en/friends-feelings/empowering-your-child/building-on-strengths/download-growth-mindset-activities-for-kids










https://www.search-institute.org/downloadable/exec-function-feb-2015.pdf

https://www.search-institute.org/downloadable/exec-function-feb-2015.pdf

https://characterlab.org/character/

Angela Duckworth & The Grit Scale http://angeladuckworth.com/grit-scale/

Websites

• www.additudemag.com • www.angeladuckworth.com • www.beyondbooksmart.com • www.biglifejournal.com • www.blissfulkids.com • www.cfchildren.org • www.characterlab.org • www.child-encyclopedia.com • www.childmind.org • www.commonsensemedia.org • www.devcogneuro.com • www.developingchild.harvard.edu • www.earlylearningnation.com • www.edutopia.org • www.greenchildmagazine.com • www.headspace.com • www.imagineneighborhood.org • www.lynnekenney.com • www.mindyeti.com • www.naeyc.org • www.pathways.org • www.search-institute.org/introducing-new-parentfurther-com • www.simpleinteractions.org • www.smartbutscatteredkids.com • www.toolsofthemind.org • www.townsquarecentral.org • www.understood.org • www.wallacefoundation.org • www.zerotothree.org

http://www.additudemag.com/

http://www.angeladuckworth.com/

http://www.beyondbooksmart.com/

http://www.blissfulkids.com/

http://www.cfchildren.org/

https://characterlab.org/

http://www.child-encyclopedia.com/

http://www.commonsensemedia.org/

http://www.devcogneuro.com/

http://www.developingchild.harvard.edu/

http://www.earlylearningnation.com/

http://www.edutopia.org/

http://www.greenchildmagazine.com/

http://www.headspace.com/

http://www.imagineneighborhood.org/

http://www.mindyeti.com/

http://www.naeyc.org/

http://www.pathways.org/

http://www.simpleinteractions.org/

http://www.smartbutscatteredkids.com/

http://www.townsquarecentral.org/

http://www.understood.org/

http://www.wallacefoundation.org/

http://www.zerotothree.org/

References/Bibliography

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