LD/ADHD Initiative Executive Functions Modules Session Two Strategy Sheets Elementary

LD/ADHD Initiative Executive Functions Modules

Session Two Strategy Sheets

Elementary

Executive Functions Session 2 Strategy Sheet Elementary

How Do I Develop Shifting and Initiation Skills?

Definition: Shifting

• Freely moves from one situation, activity, or aspect of a problem to another as the situation demands

• Makes transitions and solves problems with flexibility

Impact: Shifting

• Gets stuck on a topic or tends to perseverate

What might this look like in your classroom? LD/ADHD InitiativeDepartment of Special Education and Student Services, HCPSS

Definition: Initiate Impact: Initiate

• Trouble getting started on classwork, homework or chores

• Begins a task and works independently• Is a self- starter


How Do I Develop Shifting and Initiation Skills?

Environmental Supports

• Post classroom rules/agenda/schedule and review regularly

• Prepare students for changes in the schedule or agenda• Provide time for gathering of materials

before beginning key directions or instructions• Build independence by explaining, modeling and then

fading prompts (gradual release of responsibility)• Ask students to check visually posted agenda/directions• Have peer buddies help students who have

shifting/initiation difficulties• Use a timer or an on-line visual stopwatch/timer, monitor

when they move and start another activity, and tell them how long they have to complete it.

• Prepare students ahead of time for shifting or changing activities

Teaching Strategy

• Cue the student (external to internal)• Teach wait/stop• Teach delayed gratification• Go over rules/agenda/schedule posted in your room on

a regular basis• Ask students to put away materials before the next

activity and/or get materials ready for the next activity• Highlight and model the first step. Give examples of how

to jump-start the first step• Have a “how-to-begin” card on students’ desks to help

remind them how to jump start



How Do I Develop Planning/Organization Skills?Definition Planning/Organization

• Anticipates future events or consequences

• Uses goals or instructions to guide behavior in context• Develops or implements appropriate steps ahead of

time to carry out a task

Impact Planning/Organization

• Difficulty planning for long term assignments

• Difficulty organizing timelines, prioritizing, and getting started

• Often procrastinates or has difficulty finishing tasks before starting another



How Do I Develop Planning/Organization Skills?


• Provide a plan/template• Provide planning tools (calendar, agenda book,

technology)• Provide a visual (e.g. roadmap) to think about the

planning required to complete a task or assignment• Create plans or task checklists for students then cue

students to check off each step as completed• Model note-taking• Create templates for visual organizers• Give master copies of lecture notes or have students fill

in the blanks on a note-taking sheet

Teaching Strategy

• Walk through the planning process and gradually prompt students

• Involve students as much as possible in the planning process once you have been providing models

• Ask questions to get students to prioritize (What do you need? What should you do first?)

• Use analogies• Use class generated rubrics• Use preferred activities or mastered skills as a starting

point • Prompt prioritizing by asking your student what needs to

get done first• Scaffold (whatever assistance is needed to move from

prior knowledge & skill to the next level of knowledge and skill) to understand concepts and tasks

• Breakdown long-term assignments into subtasks with due dates



How Do I Develop Organization of Materials?

Definition: Organization of Materials

• Keeps home and school materials organized• Able to organize backpack and belongings

Impact: Organization of Materials

• Difficulty organizing study area and binders, • Lack of structure in place to keep areas neat

(bookcase, materials, sports equipment)• Does not place belongings or equipment in proper

places, • Misplaces permission slips, homework, materials



How Do I Develop Organization of Materials?


• Create a consistent, predictable environment • Establish routines and schedules• Post visual cues and highlight changes to the daily

routine• Have students turn in homework to a specified location

(i.e. same location in all grade level classrooms)• Give the students plastic bins labeled for possessions• Use timers – visual, digital, and online• Use three ring binders, accordion folders, color coded

folders for each subject or completed vs. not completed work

• Provide additional support during transitions and when new concepts, tasks or environments are introduced

• Photo books: Take a picture of what desks or areas in the classroom should look like when organized

Teaching Strategies

• Build bridges from the familiar to the unfamiliar by discussing changes in environment or routine

• Make desk cleaning a joint project – organize your materials/desk at the same time as the students and explicitly explain how to organize

• Practice and model organization strategies allowing time to adjust to routine

• Model multiple ways of approaching organization• Teach tricks and technology to help with organizational

weaknesses• Practice packing and unpacking student backpacks and

use a timer to see how quickly they can do it


Documents

LD/ADHD Initiative Executive Functions Modules Session Two Strategy Sheets Elementary