EXECUTIVE FUNCTIONING

HELP YOUR STUDENT DEVELOP ORGANIZATION, PLANNING AND FOLLOW-THROUGH SKILLS

Gregory L. Koch, Ph.D.

Center for Learning and Behavioral Solutions, Inc.

Tel: (949) 654-2424www.C4L.net

IS THE STUDENT JUST LAZY?

Lack of motivation on the student’s part should be our last

explanation, not our first.

What is Executive Functioning? Its Relation to Achieving

Goals and Problem Solving

Planning The ability to create a roadmap to reach a goal/complete a

task. Making decisions about what is and isn’t important to

focus on.

Organization The ability to arrange or place things according to a

system

Time Management The capacity to estimate how much time one has, how to

allocate it, and how to stay within these time limits/deadlines. 3

What is Executive Functioning? Thinking Skills Related to Achieving

Goals and Solving Problems

Working Memory The ability to hold information in mind while performing

complex tasks. The ability to draw on past learning experiences to

apply to the situation at hand or to project problem-solving strategies into the future

Metacognition The ability to stand back and take a bird’s-eye view of

oneself in a situation, observing how one problem solves, self-monitors, and self-evaluates (i.e., asking yourself, “How am I doing?” or “How did I do?)

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What is Executive Functioning? Guiding or Modifying our Behavior as We

Move Along the Path

Response Inhibition The capacity to think before one acts, which allows one

the time to evaluate a situation and how one’s behavior might impact it

Self Regulation of Affect The ability to manage emotions in order to achieve

goals, complete tasks, or control and direct one’s behavior

Task Initiation The ability to begin a task in timely fashion, without

procrastination

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What is Executive Functioning? Guiding or Modifying our Behavior as We

Move Along the Path

Flexibility The ability to revise plans in the face of obstacles,

setbacks, new information, or mistakes. Adapting to changing conditions

Goal-directed Persistence The capacity or drive to follow through in order to

complete a goal and not be put off by other demands or competing interests

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The Brain

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The Frontal Lobes

Front 1/3 of Brain Consists of a number of key structures

Dorsolateral Prefrontal Cortex Largely involved in executive function

Last area to develop myelinate in brain Planning, organizing, prioritizing, managing time,

initiating, transitioning, finishing, switching set Important to Working Memory

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Executive Function in the Growing Child

The frontal lobes are the last brain structure to fully mature

This maturational process isn’t complete until early adulthood

Some individuals have deficits in executive function that do not normalize with age

ADHD is commonly associated with deficits in frontal lobe functioning

Adults deal with their child’s deficits in frontal lobe functioning by externalizing the abilities associated with healthy frontal lobe functioning

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What Should Be My Expectations for My Child’s Executive Function?

The following slides discuss expectations for the typical child in a given age range

Your child may or may not be a part of this average group

Some children exceed these expectations and some will not yet meet them

Our job as parents and as teachers is to align our expectations with each child’s level of executive function

It’s very important to remember this point whenever teachers are talking about their expectations for a given grade level group

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Developmentally Appropriate Executive Function Tasks: Kinder—

2nd Grade Run errands (two to three step directions) Tidy bedroom or playroom Perform simple chores, self-help tasks;

may need reminders (i.e. make bed) Bring papers to and from school Complete homework(20-minute

maximum) Decide how to spend money (allowance) Inhibit behaviors: follow safety rules,

don’t swear, raise hand before speaking in class, keep hands to self

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Developmentally Appropriate Executive Function Tasks: 3rd – 5th Grade

Run errands (may involve time delay or greater distance, such as going to a nearby store or remembering to do something after school)

Tidy bedroom or playroom (may involve vacuuming, dusting, etc.)

Perform chores that take 15-30 minutes (clean up after dinner, rake leaves)

Bring books, papers, assignments to and from school

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Developmentally Appropriate Executive Function Tasks: 6th—8th Grade

Help with daily chores/occasional tasks (i.e. empty dishwasher, rake leaves, shovel snow); tasks may take 60-90 minutes to complete

Baby-sit younger siblings Use system for organizing schoolwork, including

assignment book, notebooks, etc Follow complex school schedule involving changing

teachers and changing schedules Plan and carry out long-term projects, including tasks to

be accomplished and reasonable timeline to follow; may require planning multiple large projects simultaneously

Plan time, including after school activities, homework, family responsibilities; estimate how long it takes to complete individual tasks and adjust schedule to fit

Inhibit rule breaking in the absence of visible authority

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How Do I Foster Executive Function in my Child: Healthy Body, Healthy Mind

Does your child get enough sleep? A tired child will often tend to have more

executive function lapses According to the National Sleep Foundation,

children ages 5 to 12 need 10-11 hours of sleep per night.

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Good Sleep Hygiene, which includes a nightly routine, Makes

an Early Bedtime easier to achieve Sample Routine

A light snack A bath or shower Put on Pajamas Brush teeth Read a story Make sure the room is quiet and at a comfortable

temperature (more cool than warm) Be Careful with:

Bright light Electronics (blue wave light tricks our brain into

thinking it is daytime and reduces melatonin production)

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Healthy Body, Healthy Mind: Exercise and Diet

Aerobic exercise enhances executive function Improves focus Reduces impulsivity Stimulates Brain Derived Neurotrophic Factor (BDNF),

which helps memory by promoting the health of nerve cells.

Reduces anxiety and improves mood Improves quality of sleep at night

The importance of healthy eating in promoting body and brain development and improving concentration has long been established. When executive function waivers, make sure your child isn’t hungry and encourage healthy eating

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Intervene at the Level of the Environment

Physical and Social Environment Survey these environments to determine if there

are any impediments to smooth executive function or if anything can be added to facilitate executive function Where does child sit in classroom and at home? Is the teacher and you as a parent structured or

unstructured in your approach? Consider removing electronics (computers, tablets,

television) from child’s room since it is too difficult to supervise, particularly as children get older

Have children turn in their phones and handheld electronic devices once bedtime rituals begin.

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Intervene at the Level of the Environment

Changing the Way Adults Interact with Students Increase level of supervision, support, and

cueing Try to involve child in process of how adult will

support the child Examples of Cuing

Verbal prompts (reminders) Visual cues Schedules Lists

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Intervene at the Level of the Environment

Initially the parent becomes the external frontal lobes of their child They provide a plan, an organizational

scheme, and a specific set of directions They monitor performance The provide encouragement, motivation, and

feedback about the success of the approach They problem solve when something doesn’t

work They determine when the task is completed

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Intervene at the Level of the Environment

Fading Support and Supervision for the Child After child has been walked through the

process several times, support and supervision can be gradually reduced

Instead of providing direct supervision, a list can be created, or picture cues, or an audiotape

Motivate the child to use executive function skills already within his repertoire Use praise and recognition when an executive

function skill is used Incentive systems are also helpful

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When Do I Expect My Child to Go It Alone?

The level of executive function support required by a child depends entirely on the individual child

Some children will require significant executive function support through adolescence

If you have difficulty with your own executive function, consider enlisting the help of your spouse, a family member, or a tutor or educational therapist

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Staying the Course

Supporting your child’s executive function is a process not an event. It requires endurance, persistence, and vigilance on the part of parents and at times will seem like a thankless and endless task

However, your efforts will eventually be rewarded and the alternative—hoping your child will develop better executive function through the maturation process and without support—is highly problematic and can result in chronic underachievement

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Tips for Parent and Teacher

Build systems and Routines Create schedules, whether for the classroom or

at home so children have a predictable routine Whether handing in papers or storing materials

and backpacks, have set locations Even it there is an online system for homework

reminders, encourage students to write it down or take a picture of what is assigned

Have frequent desk, notebook, and backpack checks. Don’t assume that once a month or once a quarter will be sufficient

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Tips for Teachers

Establish point systems so that students are rewarded for having their materials and being prepared and writing down their homework Stamps work well in this regard

If a particular student has executive function challenges, personally ask him/her for the homework and, if necessary, problem solve on a daily basis

The same applies for writing down homework—a quick check at the end of class takes very little time

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A Reflective Teacher and Parent Makes for a Reflective Student

Modeling good executive function is a powerful teacher

Even more effective is to break down your executive function practices into pieces so that students can learn the process bit by bit

Verbalize these practices for students—thinking out loud as you model organizational, note taking, and reminder systems.

Be patient. When you get discouraged and want to give up, instead think of breaking down systems into even smaller parts and guide your student through the process, giving lots of positive reinforcement.

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Resources

Website: Center on the Developing Child-Harvard Universityhttp://developingchild.harvard.edu/resources/tools_and_guides/enhancing_and_practicing_executive_function_skills_with_children/

Book: Executive Skills in Children and Adolescents, Second Edition: A Practical Guide to Assessment and Intervention (Dawson and Guare 2010) 26