- Working memory
- Organisation
- Response inhibition
- Metacognition
- Flexibility
- Planning
- Emotional control
- Selective/ Sustained attention
- Task initiation, Time management
Source: https://impactofspecialneeds.weebly.com/executive-functioning-disorder-laura-brady.html
Source: Executive functions—a set of top-down mental processes (adapted from Diamond, 2013)
- Breaking tasks into smaller steps;
- Using visual aids for organisation;
- Providing clear instructions; and developing self-regulation skills can be beneficial in helping individuals with neurodivergent traits navigate challenges related to executive functioning.
Neurodiversity & Executive Functioning tips by Prof Amanda Kirby!
Source: https://www.testable.org/experiment-guides/executive-function/stroop-task
Read more: https://www.annabellekids.com/deliskaplan-executive-function-system-dkefs
Executive functions Checklist for the Primary and Secondary Classroom
1. Attention (Key principle: No attention, no retention)
Use attentional aids e.g. visual timer, traffic light timer, standing table, wobble seat, kick bands, mint/ snacks
Pair listening with a task whenever possible e.g. take notes, fill in blanks, ask a question, perform a task
Don’t lose them: Clarify acronyms, symbols, anything ambiguous.
In class, always make students listen with a purpose. Insert an activity/ question after every 10 mins of listening to lift the attention curve.
E.g. Quick check-ins of understanding using thumbs up or down/ traffic light flipsUse technology e.g. Encourage students to use study apps that shut your phone down when you are on study mode, study apps that show all your friends’ study time
Avoid noisy environments for learning. Noisy environments are bad for concentration because our attention is drawn to unpredictable events
e.g. ringing telephones and conversations. But low volume white noise can help you focus because you don’t hear anything “surprising”.
2. Memory (Key principle: Less is more to reduce memory load)
Stick to three steps or less when providing instruction
Use mnemonics: Organise multiple steps/ ideas into friendly age-appropriate mnemonics.
Present any information in at least two modes: auditory and visual
Ask students to repeat your instructions before taking action.
E.g. Who can tell me the first thing to do? Who can tell me the second thing to do?Leave important instructions/ formulas on the board as long as you can.
Encourage students to have a memory notebook with math/ science formulas for easy retrieval
Consistently use same marker colour for important information left on the board
Math: Remind students to write word statements to accompany number statements, write out formulas
For long term retention, hook newly learnt information to information in student’s long term memory e.g. Use “Sephora” as a reminding word for new vocabulary “plethora”.
- The Working Memory
3. Inhibition (Key principle: Fail to plan, plan to fail)
The key to managing inhibition is to have a plan, and a replacement activity. If you leave it to willpower, you are bound to lose.
Keep temptation out of sight
Might need to talk to students about their struggles and discuss feasible alternative strategies with students beforehand.
Use SBII method to guide students to finding a healthy replacement behaviour, while ensuring the reasonable need of the student is met.
S: Describe the specific situation in which behaviour occurred.
Example: “This morning during literature period…”, instead of “last week”B: Describe the actual observable behaviour. Keep to facts. Don’t insert opinions or judgements.
Example: “You were constantly on your phone while I was teaching,” instead of “You were rude.”I: Describe the results of the behaviour:
Example: “You were unable to complete the writing task using the PEEL framework.”I: What were their original intentions/ need? This enables you to draw attention to the gap between intent vs. impact.
Example: “Is there a reason why you were constantly on your phone?”
The replacement behaviour needs to satisfy this intention/ need for it to work.
4. Organisation and Planning (Key Principle: Move from external to internal)
Provide materials to facilitate organisation
e.g. stationery, post-its, sorting trays, files, digital apps etcSimplify the first step
e.g. instead of insisting the child files his worksheets from the start, allow him to pile them in clearly marked sorting trays.Provide regular reminders and check-ins
e.g. Have you been sorting your worksheets into trays? Show me.Parents: If you have the budget and want to save your sanity, have spares for everything including textbooks and stationery (flexible ruler, electronic dictionary, calculators)
Identify one place in the home to keep the same things
e.g. wallet, phone, keys in one tray in one place at home, and same compartment in the bagLeave the checklist in visible places e.g. inside of the main door. Keep the checklist short. Not more than three.
Talk about the next step to a child to remind him he needs to think ahead.
E.g. what will you do after school today, do you have your materials/ appropriate clothes?Plan out a study schedule with him for exams revision
5. Cognitive Inflexibility (Key principle: Validate the child’s emotions and experiences, set limits calmly and not give in)
Pre-empt students of possibility of changes and how they can react
Provide controlled options to allow some autonomy
Ignore antics and persevere
Acknowledge and give a lot of feedback when student is trying
Distraction may work for younger kids
Minimise number of changes
6. Procrastination (Key principle: Simplify big tasks for students)
Make the first step very easy e.g. for an essay, get student to use artificial intelligence to generate an initial draft that he can then edit
Provide multiple datelines instead of one big deadline
Conduct accountability checks during the datelines e.g. set up a meeting to check on progress of work at each dateline
Set clear consequences for missing deadlines
Research suggests that the best way to become proficient at a skill is practice. For children who struggle with executive functions, these skills will develop over time with frequent practice and chances to develop their skills. Be sure to provide positive feedback and praise their efforts throughout the process!
Praise them when you notice them practicing the skills. E.g. Julian (name), well done (general praise), you got your book out and look ready to learn (specific praise).
©DAS Academy 2024
3-phase Framework to Manage More Persistent Executive Function Difficulties
Ensure lesson flow to help focus and attention
Devil’s work: Children misbehave when they have nothing to do while listening/waiting in class. We need bridging activities where appropriate
Avoid dingle dangles: While giving instruction to the whole class, you stop to attend to individuals who distract you. When children are left dangling, disaster looms.
Double talk: Don’t talk if they are talking. Try to get attention first by looking, waiting and pointing, not by speaking/shouting.
Set boundaries for use of personal learning devices and for talking in class.
Don’t ask a question. State what you want them to do.
Don’t ask: “Can you keep quiet?”/ “Shall we try again?”Sprinkle star dust: Sprinkle positive comments around the class. Catch those doing good.
Do walk-abouts: Try walking around to tell groups what to do. Takes longer but more effective.
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