Executive Function: The Gateway to Success! Tracy Mail, Educational Consultant State Support Team Region 8 – Ohio tracym@sst8.org OBJECTIVES Participants will: Ø Understand the connection between executive functioning and being successful in education, work, relationships, and life Ø Understand how executive functions manifest into observable management areas and are foundational to everything we do Ø Discuss and practice addressing executive disfunction with multiple strategies PLANNING A TRIP -ACTIVITY ØYou receive an email inviting you to attend your family reunion that is happening in 6 months at an out of state location. You, your partner, and 3 children decide to attend. You have a dog and 3 cats. 1.Make a list of all the things that need to be done to plan and take this family reunion trip. 2.Type in chatthe top 5 to - do actions and possible barriers to following through. Highway and bridge reflected in sideview car mirror IN THE WORLD BEYOND SCHOOL… What are the characteristics of a successful independent learner and productive citizen? At home?At work?In College?In relationships? (TYPE IN CHAT) SUCCESS IN SCHOOL Top 10 Skills as identified by a survey of 8,000 teachers (Elliot & Grisham, 2006) ØListen to others ØFollow the steps ØFollow the rules ØIgnore distractions ØTake turns when you talk ØAsk for help ØGet along with others ØStay calm with others ØBe responsible for your behavior ØDo nice things for others PREPARES YOUNG PEOPLE FOR SUCCESS IN ADULTHOODCommon list of soft skills employers want: ØSocial skills, interests, involvement ØCommunication skills ØInterpersonal abilities ØProblem solving ØTeamwork ØAdaptability/flexibility EXECUTIVE FUNCTIONS DEFINED ØCognitive processes that enable individuals to engage in goal- directed or problem-solvingbehavior (Council for Exceptional Children, 2011) ØAllow us to organize our behavior over time and override immediate demands in favor of longer - term goals (Dawson & Guare , 2010) EXECUTIVE FUNCTIONS (Dawson & Guare) Executive Function Emotional Control Inhibit Goal Setting/ Planning Organize Initiate Definition Regulates emotion to be appropriate to situation Delays certain activities or response for sake of others Setting goals and identifying steps to take Establishing order in a place or activity Begin a task or activity Signs of Difficulty Easily upset or excited, overreacts, frequent mood changes Distractible or impulsive, cannot delay gratification Sets unrealistic goals, starts work at last minute, fails to anticipate consequences Scattered, disorganized approach to solving problems,materials Trouble getting started, may appear defiant Executive Function Working Memory Shift Self-Monitor Definition Holding information in mind while performing other tasks Smoothly transitioning from one task to another Assessing progress toward goal or effect on others Signs of Difficulty Forgets assignments, materials, classroom procedures, remembers only part of directions Difficulty coping with changes in routine, thinking “outside of the box” Doesn’t notice how others react to behavior, asks for help rather than trying first, avoids problem-solving games EXECUTIVE FUNCTIONING… Is sharply reduced when: Ø executive functioning capacity must be devoted to managing “lower level” (cognitive) skills and responses which are not automatic or fluent thus the capacity for “higher level” (metacognitive) functions is taken; (takes up mental desk space) Ø executive capacity itself is reduced due to some sort of higher- level disability or to lack of fluency with executive strategies. UDL Guidelines EFFORTS TO EXPAND EXECUTIVE CAPACITY… In two ways: Ø by scaffolding lower level skills so that they require less executive processing; and Ø by scaffolding higher level executive skills and strategies so that they are more effective and developed. UDL Guidelines NEURONS THAT FIRE TOGETHER, WIRE TOGETHER ØALL BRAINS can develop executive function skills ØBrain pathways only get better at something by doing it repeatedly ØMyelin sheaths grow in the brain by DOING THIS MEANS… ØOur planning and teaching must be intentional ØStrategies need to match challenges ØRepetition of strategies must be planned Picture of a brain showing lit neural pathways showing interconnected nature of the brain. HOW DO EXECUTIVE FUNCTIONS DEVELOP? Graphic of 4 consecutive colored brain images depicting executive function development from 5 years old through 20 years old. Much more red and yellow in the prefrontal cortex, which is less mature, at 5 years versus more mature, with blue and purple colors as the person ages. Chart of ages 0 through 85 depicting how EF skills grow. Dramatic growth between 3 to 5 years of age then slightly decline after age 30 RESOURCE: LEARN MORE ABOUT EF DEVELOPMENT “Executive function and self - regulation skills are like an air traffic control system in the brain — they help us manage information, make decisions, and plan ahead. We need these skills at every stage of life, and while no one is born with them, we are all born with the potential to develop them.” A Guide to Executive Functioning Center on the Developing Child, Harvard University WHO STRUGGLES WITH EXECUTIVE DYSFUNCTION? Ø Difficulties with Executive Functioning are associated with learning challenges and a greater likelihood of behavior problems, and they are a prominent feature of many emotional and behavioral disorders (EBDs); neurodevelopmental disorders (e.g., attention deficit hyperactivity disorder (ADHD); autism spectrum disorders (ASD); and specific learning disabilities that interfere with children’s education. Executive Functions: Implications for Education Ø “Some children may need more support than others to develop these skills.” “Adverse environments resulting from neglect, abuse, and/or violence may expose children to toxic stress, which disrupts brain architecture and impairs the development of executive function.”Developing Child – Harvard University ØTemporary Executive Dysfunction can be the result of concussions and other head injuries HOWEVER, the good news is… Executive Function skills are malleable, meaning they can change and are influenced by both positive and negative experiences. For example, stress, poverty, and disadvantage are associated with worse Executive Function skills. However, supportive caregiving, high quality early education, and even practice can help improve Executive Function skills. HOW EXECUTIVE FUNCTIONS MANIFEST Ø Self Management Ø Time Management Ø Materials Management Ø Information Management picture of a man looking through a telescope which symbolizes how executive functions look and can manifest MANIFESTATION AREA: SELF-MANAGEMENT ØTaking responsibility for your own behavior, actions, and well - being ØSelf - regulation ØSensory regulation ØSocial competence ØImpulse control Executive Functions: Emotional Control Inhibitory Control Initiating Shifting Self-Monitoring MANIFESTATION AREA: TIME-MANAGEMENT ØAbility to use time effectively and productively ØUnderstand the abstract concept of time ØChunk routines/projects into pieces and know how long each piece will take ØKnow when to start, how long to work, when to stop Executive Functions: Goal Setting Planning Initiating Working Memory Shifting Self-Monitoring MANIFESTATION AREA: MATERIALS-MANAGEMENT Ø Ability to manage the “stuff” of school Ø Having the right materials at the right time Ø Knowing everything has a place Ø Remembering to keep things in their place Executive Functions: Organizing Initiating Working Memory Shifting Self-Monitoring MANIFESTATION AREA: INFORMATION-MANAGEMENT Ø Ability to acquire, retain, and use information Ø Can take notes Ø Can organize facts, information Ø Can manipulate information in creative ways Executive Functions: Goal Setting Organizing Initiating Working Memory Shift Self-Monitoring WHAT YOU SEE ON A DAILY BASIS… might really be impacted by what is happening below the surface. Graphic of an iceberg with the manifestation areas above the surface and the executive functions below the surface of the water ASSESSING EXECUTIVE FUNCTION “Can’t do, or won’t do?” Be an Executive Function detective: find out what the child is capable of, and under what circumstances. Ø Informants can include parent, teachers, past teachers, coaches, student (observation, work samples, interview) Ø Be comprehensive using standardized and informal assessments Assessment Indirect Direct Interviews of parents and teachers Informal Method Review of school records • Interpretation of parent and teacher Formal Method • Approach • McCloskey CONSIDERATIONS WHEN TEACHING EXECUTIVE FUNCTION SKILLS ØConsider the developmental progression of skills: What is an age-appropriate expectation? ØConsider whole group, small group, individual: Could this support help everyone? HOW TO MANAGE EXECUTIVE FUNCTION CHALLENGES ØModify the environment ØTeach the skill ØUse incentives Dawson & Guare, 2010 Graphic depicting modifying the environment by changing physical or social environment, adapting tasks, and providing cues and supports. Graphic depicting the sequence of teaching the skill by defining, setting goal, establish procedure, supervise, and evaluate. Graphic depicting using incentives by layering perferred and non-preferred activities, give specific feedback, menu of rewards, and using student strengths, preferences, and interests REVIEW & REFLECT -ACTIVITY Think back to the Family Reunion activity where you listed what you would need to do. Which method would have been effective in bridging barriers to make the to - do list more effective? ØModify the environment ØTeach the Skill ØUse Incentives picture of woman with her hand to her ear, listening to represent a reflection activity. Executive Function Student Profile screen shot of the executive functioning student profile matrix including EF management areas and spaces for strategies to address each area Thank you! Tracy Mail, Educational Consultant State Support Team Region 8 – Ohio tracym@sst8.org https://www.sst8.org