Supporting Executive Function and Self-Regulation Participant Guide Alliance® Professional Development Solutions by
Workshop Question
Howcanwesupportstudentdevelopmentthroughthetenetsofexecutivefunctionandselfregulationinablendedlearningenvironment?
Workshop Objectives
▪ Identifyanddevelopexecutivefunctionskillswithintheschoolandhomeenvironment
▪ Applyinterventionsthatwillhelpstudentswhoexhibitexecutivedysfunction
▪ DescribeADHDanditsrelationshipwithexecutivedysfunction
Table of Contents
ExecutiveFunctionSkills
3Video:BuildingCoreCapabilitiesforLife
4ExecutiveFunctionSkillsatSchoolandHome
5CaseStudies:ExecutiveFunctionDeficits
6ADHDFacts
7Interventions
8BehaviorChartforTokenEconomy
9Stop,Think,Do
10PersonalizeYourLearning
11RecommendedReadings 12
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Executive Function Skills
Planning–Abilitytoplanahead,createaroadmapandbeabletoprioritize.
Organization–Abilitytosetupasystemforkeepingtrackofinformationandmaterials.
TimeManagement–Understandthevalueoftimeandtheabilitytoestimatetimelimitsandkeepto deadlines.
WorkingMemory–Abilitytoholdontoinformation;todrawonpastexperiencesandapplytothe situationonhand.
Metacognition–Tobeself-awarethroughself-monitoringandself-evaluation.
Responseinhibition–Abilitytothinkbeforeactingandevaluatingconsequencesofbehavior.
Emotionalcontrol–Abilitytoself-regulateandmanageemotionstowardachievementoftasksand goals.
SustainedAttention–Abilitytomaintainattentionduringataskdespitedistractionandboredom.
Taskinitiation–Abilitytobeginataskinatimelymanner.
Flexibility–Abilitytoadapttochangesinfaceofobstaclesornewinformation.
Goal-directedpersistence–Abilitytoreachgoalandnotbecomedistractedbyotherdemandsor competinginterests.
Notes
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Video: Building Core Capabilities for Life
Whydoyouthinkskillspresentedinthisvideoaretermedcorecapabilities?
Howdotheseskillimpactstudentslaterinlife?
Howdotheseskillsimpactthehomeenvironment?
Howdotheseskillsimpacttheschoolenvironment?
Whyissoimportantthatteachersandparentsareawareoftheseexecutivefunctionskills?
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Executive Function Skills at School and Home
Skill(s)discussed
Whatdoesthisskilllooklikeinyourclassroom?Athome?
Whatdoesthisskilllooklikewhenitismastered?
Whatdoesthisskilllooklikewhenitisnotyetmastered?
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Case Studies: Executive Function Deficits
David –2nd grade,diagnosedwithADHD,predominantlyinattentivepresentation
Strengths: Davidischarmingandtakesprideinhissuccesses.
Challenges: Davidoftenloseshisassignments,hastroublefocusing,doesnotfollowthroughon instructionsevenwhenspokentodirectly,hasdifficultyinitiatingtasksandresistsengagingin workthatinvolveseffort.Whenthereisachangeinschedule,Davidwilloftenhaveameltdownin frontofhisteacherandpeerswhichresultsinreceivingmultipleconsequences.Healsocomesto classunpreparedwhichishavinganegativeimpactonhisgrades.
Amy –5thgrade,Nodocumenteddiagnosesordisability.
Strengths: AmypresentstobebrightandisdemonstratesstrengthsinartandPE.
Challenges: Amyconstantlygetsintopowerstruggleswithteachersandpeers.Amyalsooften blamesothersandlosescontrolwhenthingsdonotgoherway.Shefrequentlyhandsinin herhomeworkandassignmentslatewhichhasearnedhera“C”inthefirstsemester.Asaresultof this,Amy’sgradesandpeerrelationshipsarebeginningtosuffer.
Leah –7th grade–Nodocumenteddiagnoses.
Strengths: LeahexcelsinHistory,playssportsandishaswonmultipleswimmingmeets.
Challenges: Whenteachersassignwork,Leahseemstospendalotoftimegettingorganized. Sometimesshestartstheworkrightawaybutthenshegetsdistracted.Shemaygetupandtalkto otherstudentsorgothebathroom.TheteacherhastokeepredirectingLeah.Evenaftertheteacher redirectsher,shefindsLeahtalkingtogirlsaroundher.Attimes,Leahalsohasissuesgettingalong withfriendsbecauseshefindsitdifficulttohearanotherperspective.Leah’sstruggletoacceptredirectionandfeedbackhasbegunjeopardizingheracademicandsocialsuccess.
Zack –11th grade,ADHDdiagnosis,combinedpresentation.
Strengths: Zackearnshighgradesinmathandscience.
Challenges: ZachfailedEnglishforthesemesterandearneda“C”inHistory.Heneversubmitted oneofhisbookreviewsforEnglishandreceivedpoorgradesinallhisHistoryassignmentsand projects.Severaldailyassignmentswerealsomissing.However,hedid,passhistests.Zackisoften latetoclass,disorganized,inattentiveandeasilydistracted.Zachisvery hyperactive,talksexcessively,blurtsoutanswersandstruggleswithtakingturns.Healsoleaveshis seatandisfrequentlyfoundusinghistablet.Zackdoesnotshowanyinterestinhisfutureplansand goals.Zackhasrecentlybecomelonelierandbeganturningtowardsnegativepeergroups andinfluences.
Choose a case study and identify the student’s executive function deficits.
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ADHD Facts
▪ ADHDischronicandisdependentoneffectivemanagementandaccommodation
▪ 11percentofchildrenarediagnosedwithADHD
▪ Familialpatternswithhigherprevalenceamongboys
▪ ChildrenwithADHDarefoundtobehigheratriskforsuspensions,retention,droppingout ofschoolandresorttodelinquentbehaviorsincludingalcoholandsubstanceabuse
▪ ADHDcanpersistintoadulthood,makingrelationshipissuesimpactinglifeathomeandat workmorelikely (CDC,2014)
ADHD: Inattentive (the Daydreamer)
▪ Makecarelessmistakes
▪ Becomeeasilydistracted
▪ Havedifficultystayingfocused
▪ Notlistenwhenbeingspokentodirectly
▪ Failtofollowthroughonrequiredtasks
▪ Havedifficultykeepingorganized
▪ Avoidtasksrequiringsustainedmentaleffort
▪ Losethings
▪ Becomeforgetfulindailyactivities
ADHD: Hyperactive-Impusilve
▪ Fidgetandsquirmintheirseat
▪ Beunabletoengageinleisureactivities
▪ Leavetheirseatduringclass
▪ Runaboutorclimbexcessively
▪ Beonthegoconstantly
▪ Becomeimpatientandinterruptothers
▪ Talkexcessively
▪ Blurtoutanswers
▪ Havedifficultywaitingtheirturn
ADHD Combined
• MeetscriteriaforInattentiveandHyperactive-ImpulsivePresentations
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Interventions
● Establishroutinesandprocedures
● Establishclearexpectationsandconsequences
● Preferentialseating
● Provideaquietplaceinclassroomand/orhome
● Utilizecolorfoldersfordifferentsubjects
● Colorcodeactivitysheets
● Positivereinforcement,e.g.verbalpraiseandtokeneconomy
● Providefidgetsforstudentswhoneedthem
● Behaviorchartsandbehaviorcontracts
● Dailyreportcard
● Provideawarningpriortoachangeinroutine
● Givefrequentbreaksthatmayinvolveteacherdesignatedtasks
● Prepareengagingandinterestinglessons
● Provideaverbalorvisualcuebeforeadirectionisgiven
● Avoidmulti-steptasks
● Askstudenttorepeatdirections
● Extendtimeasneeded
● Usevisualtimers
● Alternatebetweeninstruction,groupworkandhandsonactivities
● “Stop,thinkanddo”technique
● Usechair/deskbandsandstandupdesks
Otherinterventions:
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Behavior Chart for Token Economy
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Stop, Think, Do
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Personalize Your Learning
What:Identifyastudentyouworkwith
SoWhat:Whataresomeexecutivefunctiondeficitslimitingthisstudent’ssuccess?
Nowwhat:Whatinterventionscouldyouusetosupportthisstudentintheclassroomandathome?
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Recommended Readings
Executive skills in Children and Adolescents
Authors:PegDawson,EdDandRichardGuare,PhD
Promoting Executive Function in the Classroom
Author:LynnMeltzer,PhD
Your Kid’s Gonna Be Okay
Author:MichaelDelman,M.Ed.
The Executive Functioning Workbook for Teens
Author: SharonA.HansenMSE,NBCT
Managing ADHD in School
Author:RusselBarkley,PhD
Taking Charge of ADHD: The Complete Authoritative Guide for Parents
Author:RusselBarkley,PhD
Smart but Scattered
Authors:PegDawson,EdDandRichardGuare,PhD
Late, Lost and Unprepared
Authors:JoyceCooper-Kahn,PhDandLaurieDietzel,PhD
Driven to Distraction
Authors:EdwardM.HallowellM.D.andJohnJ.RateyM.D.
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References
▪ ADHDandExecutiveFunctioning.RetrievedAugust2020from https://chadd.org/attentionarticle/adhd-and-executive-functioning/
▪ Data&Statistics.(2014,December10).RetrievedMay12,2015, fromhttp://www.cdc.gov/ncbddd/adhd/data.html
▪ Dawson,P.,&Guare,R.(2018).Executiveskillsinchildrenandadolescents:apracticalguide toassessmentandintervention.NewYork:TheGuilfordPress.
▪ Diagnostic and statistical manual of mental disorders: DSM-5. (5thed.).(2013).Washington, D.C.:AmericanPsychiatricAssociation.
▪ Dweck,C.S.(2006).Mindset:Thenewpsychologyofsuccess.NewYork:RandomHouse.
About Alliance® Professional Development Solutions
CatapultLearning,nowcelebratingmorethan40yearsof partneringwithschoolsand districts,deliversresearchbasedandproven-effectiveprofessionallearningsolutions. Ourofferingsbuildcapacityforteachersandforschooland districtleadersandhelpraiseandsustainstudent achievement.
Deliveredinarangeofdurationsandintensityof implementationbyournationwideteamofexperienced consultants,Alliancesolutionsfeaturebestpracticesdirectly informedbyourownextensiveeducationalexperience.
ThisworkshopispartoftheLearningEnvironmentstrandof ourholistic,research-basedmodel,representedbythe diagramshownright.Eachofthefiveinterrelatedareasare integraltoalearningorganization’sabilitytopromote behaviorsthatcanincreaseandsuccessfullymaintainstudent achievement.
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