Understanding Executive Functioning

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This past week was our last Parent Education support series this school year. Orion's Assistant Director Beth Brieske and Family and Student Coordinator Michael Largin, M.A. presented an informative and supportive evening for parents at Orion and in the community as well as fellow educators. Below are the bulleted notes from the presentation for anyone who was unable to join us.



 Who’s In Charge? Understanding Executive Functioning
Presentation by The Orion School Educators Beth Brieske & Michael  Largin, M.A.
What are Executive Functions? The executive functions are a set of processes and abilities that all have to do with managing oneself and one’s resources in order to achieve a goal. It is an umbrella term for the neurologically-based skills involving mental control and self-regulation.
n   Executive functions help you manage life tasks of all types. For example, executive functions let you organize a trip, a research project, or a paper for school.
n  These processes and abilities include:n  Maintaining attentionn  Controlling impulsesn  Keeping free of distractionsn  Engaging in mental planning and problem solvingn  Maintaining flexibility n  Time managementn  Setting prioritiesn  Organizing n  Executing a task
Hallmarks of Executive Dysfunctionn Easily distracted by external or internal stimulin Difficulty in initiating activityn Difficulty in maintaining effortn Difficulty in recognizing and/or utilizing feedbackn Difficulty in completing activities without cues
Executive Dysfunction in Childrenn  May present with academic, social, or behavioral difficulties that do not qualify students for Special Education servicesn  May be described as lazy, unmotivated, unable to get work done, and/or confusedn  May be extremely disorganizedn  Executive Function deficits can affect all areas of life and can hamper a child academically, socially and emotionally. Children who have neurobehavioral challenges including ADHD and Asperger's have overlapping executive functioning deficits.n  The long-term goal is not to "fix" executive functioning,  but to be able to send your child out into the world armed with a set of skills he can use to tackle these problems on his own. n  Is this child with executive function disorder your child?·          Keeps a messy room and a disorganized desk ·          Has difficulty following multi-step instructions ·          Has trouble sitting still when others don’t·          Needs to be nagged repeatedly to get ready to catch the bus ·         Loses things regularly, from jackets to permission slips ·         Has a meltdown when it’s time to clean her room·          Has difficulty planning and managing time·          Forgets to turn in homework even when it’s complete·          Fails to control his impulse to lash out when frustrated·          Forgets to pay attention to where she’s going when talking on her phone·          Engages in risk-taking or thrill-seeking behaviors (poor judgment)
At School Structure is most important for students with executive dysfunction:

n  Structure is one of the most critical elements. n  Provide structure through clear communication, expectations, rules, and consequences. n  Structure tasks by breaking long-term assignments into manageable increments. n   Teachers need to carefully structure the schedule, alternating active and quiet periods/activities. n   Students require assistance structuring their materials and workspace.
Teach using multisensory strategies:
n  Use hand signals or words that are agreed upon privately.n  Use visual strategies (e.g., outlining, diagramming).n  Use auditory strategies (e.g., discussion, music).n  Use tactile or kinesthetic strategies (e.g., manipulatives, fidgets).
Use organizing tools for students with executive dysfunction
n  Use a Time Timer.n  Use cuing techniques n  Use a notebook with color-coded dividers.n  Use agenda
Modify student’s self-regulatory skills in the classroom      n Make rules simple and clear.

 n Establish routine

 n  Student who struggle with multi step directions need tasks broken down into workable and obtainable steps.

  n  Use reminder charts.

  n  Capitalize on the child’s interest and hobbies


At Home

n  Children with executive functioning disorders may notmake logical leaps to know what to do. They need external structure to help organize.n  Strategies to use at home: n  Reward good behavior.n  Alter the room to reduce distractions and noise interference.n  Limit noise or insulate study areas.n  Use to-do lists for chores and schedules to meet deadlines.n  Keep a visual calendar to help organize time.n  Be consistent when modifying behavior.n  Positive Reinforcement and Natural Consequences Use positivereinforcement to help kids stay on task. One way to do this is verbally. Say three positive things for every one negative thing. Tell child what they are doing that they need to be doing at every turn.Another positive reward is a “carrot” to dangle to motivate the child. This would be a reward that child can work towards for doing what they need to. This helps keep their focus. Rewards can be a thing or a privilege.
n  Havenatural consequences if that is not enough motivation.  n  Provide a visual checklist for classes and home chores Create  First______ Then______ charts.
 Example:
· FIRST: Homework
· THEN: 15 minutes video games

n  Be as explicit and specific as possible with instructions. Example: When you tell your child to clean her room, she may have a melt down because of feeling overwhelmed and not knowing where to start and what the steps are. You may easily assume she is melting down because she does not WANT to clean their room. Give specific direct instruction such as “Put your clothes in this hamper” or “Put all your Lego toys in this box.” to help your child organize and feel successful.

Homework Tipsn  Set a regular time for homework. n  Complete all homework.n  Use color coding for different subjects.n  Check that it is complete, accurate, and neat.n  Set completed homework in a special place.n  Have a check list in binder for child to turn completed homework in on time.n  Remove distractions.
Executive Functioning Disorder is an INVISIBLE DISABILITY
One of the most important things to remember about executive functioning disorders is that this is as much of a disorder as any other. Although it is an invisible disability, it can have a profound effect on all aspects of a person's life. Be prepared to share this information with teachers, co-workers, or supervisors as needed to ensure the disorder is not mistaken for laziness, carelessness, or defiance.