What is executive function? Presentation at The Langley School

Helping Your Kids Manage the “Management” of School KATHRYN ESSIG, M.ED. FOUNDING PARTNER, THE STUDYPRO Watch Kathryn Essig’s Presentation: https://www.langleyschool.org/community /parent-education

What Are We Discussing Today?

• What is Executive Function?

• How does it affect learning?

• How do you recognize when a child’s EF skills aren’t keeping pace with demands?

• What can parents do to help bolster these skills from the start?

What Exactly is Executive Function?

The skills that

• Time Management

act as

• Planning/Prioritizing

“the manager part of the brain”

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• Organization • Shift/Tasks/Transition • Task Initiation • Task Completion • Impulse Control (Inhibit) • Emotional Control • Self-Monitoring • Working Memory

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Why Does EF Matter?

It is how we navigate life: • Stick with things we don’t want to do • Tune out distractions • Initiate tasks • Efficiently and productively get our work done.

These skills are even more important to our kids’ success in the longterm than the content knowledge we push for them to attain…

This is a life competency!!

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The Timeline for Executive Function Development

Paul Thompson, Ph.D UCLA Laboratory of Neuroimaging

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The Timeline for Executive Function Development Computer Imaging Model

Paul Thompson, Ph.D., UCLA Laboratory of Neuroimaging

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Sequential Development of the Executive Functions Planning & Problem-Solving (Self-Directed Play) Motivation Regulation (Self-Directed Motivation) Emotion Regulation (Self-Directed Emotions) Verbal Working Memory (Self-Speech) Nonverbal Working Memory (Self-Directed Sensing) Inhibition (Self-Restraint) Self-Awareness (Self-Directed Attention) Age – Neurological Maturation

Source: Dr. Russell Barkley

Keep in Mind…

Progress in executive functioning is developmental and varies from child to child.

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  The demands and high levels of stimulation and distraction on our kids are outstripping the level of EF skills that evolution has given us at this age.

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Some Warning Signs of Executive Function Problems

A student may have problems with Executive Function when he or she has trouble: • Planning Projects • Comprehending how long a project will take to complete • Telling stories (verbally or in writing) • Struggling to communicate details in an organized, sequential manner • Memorizing /retrieving information from memory • Initiating activities or tasks or generating ideas independently • Retaining information while doing something with it, e.g. remembering a phone number while dialing it.

These Smart Students May… • Not be meeting their academic potential • Be feeling overwhelmed / Shutting down / having fights at home • Have trouble starting work / completing work • Have trouble managing assignments • Often lack a sense of urgency • Have a lack of organizational skills – forgetting work, managing longer-term assignments, forgetting to turn work in

But... Are NOT lazy (!!!)

“But my child has always done well…

We tend to see the greatest challenges as: • Workloads increase • We move to a 1-to-many model for teachers

they have gotten by on their intellect.”

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• Transitions in to Middle/High School • More advanced classes earlier in their schooling career • ….

How Does Executive Function Positively Affect Learning?

Strong Executive Function in school allows us to: • • • • • • • • • •

Create a work plan Turn in work Check over work Self-advocate Engage in group dynamics Keep track of time Wait to speak until we’re called on Evaluate ideas and reflect on our work Keep track of more than one thing at once Meaningfully include past knowledge in discussions • Change our minds and make mid-course corrections while thinking, reading and writing

The Failure Cycle of Students

“I would rather CHOOSE TO FAIL than try and fail”

The Costs of Executive Dysfunction and Academic Anxiety Decreased sense of self worth

Poor Sleep

More Family Dysfunc6on

Poor Self-­‐Esteem

More Social Isola6on

Social Media Over-­‐s6mula6on

Feeling Overscheduled

What can we as parents do?

Between 14 and 19 years old: The brain is making the fastest connections to acquire the Executive Function skills that you get to keep the rest of your life.

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What can we as parents do?

• Relationship are more important than their grade • When working with children on homework, parents must remain emotionless and treat the situation much like a work discussion • Praise on the PROCESS vs. the content

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Homework as a daily routine • Help manage time and space vs. doing the work or critiquing them • Make your child part of the decision for structuring homework • Establish times that will be consistently used for homework • Make sure outside activities don’t overwhelm the time necessary to do the work

Homework as a Daily Routine Elementary School: Work Chart/Reward Structure

• Home and snack then announce that it is homework time (within 30 mins).

• Give a reward point for children getting their materials from their backpacks.

• Set reminder timer if necessary.

• Give a reward point for their independently beginning work.

• If an assignment is particularly long or involved, help your child chunk in into manageable units.

• Give a point for each assignment that they complete.

• Children should never work for more than 30 minutes without a break of up to 10 minutes.

• You do not need to stay in the room while your child works; in fact, leaving and coming back every 10 to 15 minutes helps them gain independence takes away the pressure to perform for you. Answer any questions that they have but do not do the work for them.

• Give reward points for each completed assignment.

• When the children say that they are done with their work, spend 5 to 10 minutes reviewing their work with them. Compliment their success first, then point out anything that needs correcting but don’t make the corrections for them.

• Organize materials and repack backpack for the next day before ending homework time.

Homework as a Daily Routine Middle School: Planner and Prioritization • Home and snack.

• Evaluation of calendar to determine if there will be breaks in homework for outside activities.

• Prioritize homework and make a time plan for completion with your child.

• Establish 30 minute blocks with up to 10 minute breaks every half hour.

• Turn off all unnecessary electronics while working and do not look at phone or play games on breaks.

• Give support with chunking projects and reviewing for tests.

• Have your child pack their backpack before getting ready for bed.

• Set and keep a required bedtime.

Daily Routine Key Takeaways 1. Homework is help rarely improves relationships - Your role as parent (vs. educator) is most important.

2. Establish a non-changing routine early, including a safe structured environment where they CAN be successful.

3. Maintaining that routine is YOUR #1 job.

4. Working toward independence is THEIR #1 job.

5. Our children can’t do (emotionally) for us what they can do for others…Ask a professional if you need help!

Let’s look at some scenarios Initiation: “I want to play one video game before I get started” (but then doesn’t) Planning: ”It’s all online, I don’t need to write it down” (but not prioritized) Organization: “I like having it all in a folder and my teacher’s don’t hole-punch it.” or “I know where everything is in that pile…” (but tests represent a chronology of learning) Working Memory: “It’s not due for 8 days, I don’t need to start it yet.” (but other commitments and anxiety are at play)

Let’s look at some scenarios Task Completion: “I don’t need to check it…I’m tired and i want to be done” (don’t fight, there are natural consequences) Time Management: ”I can get all of this done in 30 minutes” (students can’t anticipate time until MS/HS) Emotional Control: “You don’t understand...I needed to play a game because I’m anxious.” (but we are the parents)

When There are Additional Factors • We don’t want to build a relationship where we think they’ve let us down, teach them they can hide and not face things that are difficult, do it for them or create acrimony in the house • We need to meet them where they are… they may never “get it”...

• Our #1 job is to maintain a safe loving environment for everyone.

Final Points…

• Who to talk to if you need help • School – first line of defense • Professionals – Pediatrician, Neuropsychologist (Testing), Therapist • Executive Function Coach / Tutor

• Our collective goal is ”Learned Independence” • Learned helplessness / college “rebound” • Coaching is “empowering” vs. enabling • Can’t be their brain for them • Be stronger than they are when it comes to “non-negotiables”

• Praise process not results • “You must be so proud of yourself” • “Not yet” vs. “I can’t” or “I don’t know how” (Carol Dweck, TED talk)

Why we need to slow down and honor “process”…

…We need to focus on success with “process”, not just content …We need to be patient to allow kids to build the foundation in THEIR own time ...We need to be sure they can set goals and achieve them independently ...We need to stop doing for them and assume they will just “get it” in college Our children will land where they belong; we need to love the child in front of us...

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“Grades are dependent on process as much as intellect.”

“Even the smartest kids may be missing organizational skills.”

Continuing the Conversation…

“Reducing Reactivity with our Children” Thursday Jan 19, 2016 11:45am - 1:15pm Using some very simple and repeatable techniques, we can “re-­‐model” the interacNons we have with our children during Nmes of stress.

Using these “macro-­‐strategies” we will learn to:

• be more present • be less reacNve • be non-­‐judgmental To aPend this Lunch & Learn or for a copy of the slides, please email info@thestudypro.com

CONTACT INFO:

info@thestudypro.com www.TheStudyPro.com

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