Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Executive Function:Strategies for “Out of Sync” Behaviors
Presentation by Kelly Mordecki, Ed.S., LPCLead Counselor, Office of Institutional Education
West Virginia Department of Education
March 20, 2014 and March 25, 2014
Executive Function: Strategies for “Out of Sync” Behaviors
Summary of Presentation given by Sarah Ward, MS, CCC/SLP at the Harvard Medical School Convention School Mental Health K-12 on
February 1, 2013
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
What is Executive Function?
In Mimetic-Ideational Information Processing, Executive Function is situational intelligence.
It is the “If______, then_____.”
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Motivation :comes from imagining the emotion of the future.
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
If I finish this assignment early, then I will be happy because I can watch my favorite show tonight!
Situational Awareness
S.T.O.P.• Space- read the room. Where am I?• Time – get on a timeline. What is happening at this moment?• Objects – sense of organization. How are things organized?• People - read the person. What is the face, body, appearance, mood,
pace? What are they saying?
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Prospective MemoryThe Time Horizon/Temporal Window
The ability to remember to do something in the future
Immediately Next Later In Awhile
• Tomorrow Coming Soon
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Weakness of the Executive Function• When memory is not
self directed • There is a weakness in
the executive system and function
• Time blindness – unable to connect to the future
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Development of the Time HorizonHow Far Into the Future can Children Anticipate?
• 2 Years Old: Now
• 3-5 Years Old: 5-20 minutes
• 1st Grade: Several hours
• 3rd Grade: 8-12 hours
• 12-16 Years Old: 2-3 days
• 17-23 Years Old: 2-3 weeks
• 23-35 Years Old: 3-5 weeks
• The shift from immediate to delayed gratification
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
A Visual Image of Task Execution
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Temporal Window
“If….then….”
“What if …”
Spatial Distance
“Now”What is
Present State
Desired State- “Later” – Motivation Capacity (Somatic Marker): What is Wanted? How will I feel? Space Time Objects People
Give the Student “Future Glasses”
• Being able to “see” into the future…..
• “If ….., then…
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Develops the skill of comparing planned vs. actual
• “See” into the future • Outcome
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Operational Definition of the Executive Function Skills
Brain functions/skills that allows us to…• Demonstrate situational awareness• Predict possible outcomes and Recall past experiences• Generate a plan to achieve that outcome (even if it’s a novel event)• Initiate appropriate actions and or responses to situations and Inhibit• Monitor in an ongoing manner the success or failure of one’s behavior
(planned vs. actual)• Modify performance based on self monitoring and situational awareness
of expected and unexpected outcomes• Shift flexibility between activities
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Passage of Time
Developmental List of Executive Function Skills
From Executive Function Skills in Children and Adolescents, by Peg Dawson and Richard Guare
Grades 6-8• Help with chores, including daily and occasional tasks; tasks may take 60-
90 minutes to complete• Use system to organize school work like assignment book, notebooks,
follow complex school schedule involving changing teachers and changes schedules
• Plan and carry out long term projects, to be accomplished with a reasonable timeframe to follow, may require planning
• Inhibit rule breaking in the absence of visible authority
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Developmental List of Executive Function Skills
From Executive Function Skills in Children and Adolescents, by Peg Dawson and Richard Guare
High School• Manage school work on a daily basis, complete and turn in assignments on time,
study for tests, create and follow timelines for long term projects, make adjustments in effort and quality of work in response to feedback from instructors
• Establish and refine a long-term goal, make decisions for meeting the goal, goals beyond high school require planning, participate in extracurricular activities, sign up for SAT or ACT, apply for college, look for and plan for employment after high school
• Make good use of leisure time, including employment or recreational activities• Inhibit reckless and dangerous behaviors
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Ages and Stages: Key Shifts in Development
It takes the Executive Function 3 decades to reach full maturity!
• Shift from External to Internal (mentally represented) events
• Shift from the Temporal Now to the Hypothetical Future
• Shift from Immediate Gratification to valuing the Delayed Consequences
• Shift from being Controlled by others to Self Regulation
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
CREATE THE MENTAL MINDSET OF PLANNING WITH THE END IN MIND
The Ultimate Goal?
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Give the Child Future
Glasses!
Inferencing SkillsWorking toward “Gestalt”
• The brain is holistic, parallel, and analog, with self-organizing tendencies
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
• Gestalt - the principle maintains that the human eye sees objects in their entirety before perceiving their individual parts.
See the final picture first
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
In the Classroom
Working toward the “big picture”
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Get Ready Do Done
Get Ready
S Strategies/Sheets
M Materials
A Art Supplies
R Reach Out/Resources
T TechnologiesAdapted from Original Presentation by Sara Ward, M.S.,
CCC/SLP
Use Your SMARTs!
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
GraphicOrganizers
Handouts
Flash cards
Editchecklist
Pencils
Books
Binders
Text Book
Class Notes
Calculator
Glue
Crayons
Markers
Colored Pencils
Scissors
Teacher
Parent
Classroom
School Website
Flash Drive
Post Google
DocsEmail teacher
Internet
Specific Program
Strategies/ Reach Out/ Sheets Materials Art Supplies Resources Technologies
Have the Work Space Match the White Board
S Strategies/Sheets
M Materials
A Art Supplies
R Reach Out/Resources
T Technologies
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Stop and Put Away/Done
Stop and Put Away/DoneDO
Making the Work Space Match the White Board
Work SpaceWork Space
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Get Ready
Materials
DOActions
Future Sketch of the Goal
DONE
Use post it notes on desks to help students remember procedure!
Sensing the Passage of Time
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
A wall clock helps students visualize time passing……
Have Analog Clocks in the room• Make sure they are not Roman Numeral!
• Make sure they are at eye level of the student.
• Have a wall clock and a WORKING clock. Try putting Magnet strips on the back of the Clock so it can stick to a magnetic whiteboard.
Drawing Time: Create Time Zones
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
• Draw How Much Time the student has
• Create Time Markers
• Identify/sketch the “Future Picture Image”: If everything goes your way what will it look like?
• Make sure to state over and over: “Factor in time for _______” gathering materials, the computer to boot, equipment, etc.
• Mark the start time and the stop time
• Mark a “time check” at the ½ way point
½ way
Start
Stop
Managing Time RobbersIdentify – Remove – Re-Plan
• Am I thirsty, hungry, tired….?• Where are my assignments and papers?• Are my papers/binders messy?• Where are my materials?• I don’t have a plan for how to do this.
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
I don’t know how to start…. I can’t decide what to do…no goal…. I am trying to do too much…. I’m trying to make it perfect.
I’m distracted by the computer or other electronic.
I’m socializing. I’m jumping from task to task. I forgot what the assignment was asking me to
do. I’m going in a different direction.
Me/My Organizer
My Scope
My Focus
What did the time robber steal from….
½ Way Check Point
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
½ way
Am I half way done?• Am I still focused on the goal?• Has my priority changed?• Am I still answering this question?
Any time robbers?• Identify• Remove• Re-Plan
Do I need a faster or a slower pace?
Picture the End Result FIRSTReady – Do - Done
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Stop
Recommended Reading on Executive Function Skills and Related Disorders
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Recommended Reading on Executive Function Skills and Related Disorders
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Recommended Reading on Executive Function Skills and Related Disorders
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP
Presentation adapted by Kelly Mordecki, Ed.S., LPCLead Counselor, Office of Institutional Education Programs
West Virginia Department of Education
from PowerPoint by Sara Ward, M.S., CCC/SLP
Presented at the Harvard Medical School ConferenceK-12 School Mental Health on February 1, 2013
Adapted from Original Presentation by Sara Ward, M.S., CCC/SLP