What do you know about Executive Functions?
Brain talk
Executive function and how the brain works to students with ADHD -- 10 yr - the world was spinning and she was standing still
- 16 yr - walking on the road covered in marbles where does my next step go?
Our Brain Functions in 3 different States:
Executive State - What can I learn from this?Emotional State - (Limbic system, Emotional) - Am I loved?
If you Ask:
Why am I repeating myself 5-50 times, first thing in the morning
Why am I repeating myself 5-50 times, first thing in the morning
Emotional State
Frontal Cortex and settling to class
Flipping the lip - Daniels Siegal’s - Hand model
The student isn't ready for learning yet today they are dealing with other stuff they need to process first before learning can happen.
Survival State
Fight or Flight I have to be here but I don't want to and don't know what to do.
Flipping the lip - Daniels Siegal’s - Hand model
The student isn't ready for learning yet today they are dealing with other stuff they need to process first before learning can happen.
Survival State
Fight or Flight I have to be here but I don't want to and don't know what to do.
Executive State
Brain fully developed - Early research said the early 20s, it's now thought the late 20s to early 30s
Brain fully developed - Early research said the early 20s, it's now thought the late 20s to early 30s
What are executive functions?
We are not born with these, they develop over time.
Introducing Executive Functions
3 Core Executive Functioning Skills, used to diagnose ADHDWorking memory - short so can’t
Response Inhibition - constantly distracted
Cognitive Flexibility - strange to change task midway or the method of working it out
Other Executive Functioning skills:
Time Management, Task Initiation, Goal setting, Planning, Organisation, Metacognition, Goal setting
Time Management, Task Initiation, Goal setting, Planning, Organisation, Metacognition, Goal setting
Development tasks requiring executive function skills for Year 6-8
Help out with chores around the home
Have daily responsibilities or tasks that can take up to an hour to complete
Use systems for organising school work
Follow school schedule, including changes
Four-steps for executive function and coaching
1. Teacher Check-in (identify 1 or 2)The brain was made for social interactions
The highest score on teacher check-in sheet areas to target
Or Executive Functioning skills Rubric
(Green, Yellow, Orange, Red - red out of control, green - shows control)
Self-control
Emotional control
Work habit
Flexibility
Time management and work completion
Self-control
Emotional control
Work habit
Flexibility
Time management and work completion
2. Student Voice
Student reflects on strengths and weakness to use strength to develop weaknesses
Identify the ways they use, they know they are struggling but know why this stage helps to identify often they know the strategies they use when things are working.
Student reflects on strengths and weakness to use strength to develop weaknesses
Identify the ways they use, they know they are struggling but know why this stage helps to identify often they know the strategies they use when things are working.
3. Collaborative plan
This is meaningless without steps one and two
Choose 1 or 2 skills to develop, Help them pinpoint when and what beginning of break, middle or end. Was it your voice struggle to control, that crowd that triggers me maybe I should be
4. Visual Support
Visual Representations of What we discuss!!!!!
Visual Representation better than oracy skills, auditory processing weaker than visual Create this image together
Picture to remind, chart to rate - use their creativity to support
E.g. Stop - image
Think
Act
Debrief/Revise - (Coach and Student Discuss how the tool is working decided when success is achieved and pick another problem situation to focus on)
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