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Understanding Executive Functioning, ADHD, SCT and the Gifted, Bright and Talented Adult

Understanding Executive Functioning, ADHD, SCT and the Gifted, Bright and Talented Adult. Presented By Andrew S. Mahoney M.S.,L.P.C. www.counselingthegifted.com. WWW.COUNSELINGTHEGIFTED.COM. Andrew S. Mahoney MS LPC Email: ASMahoney@AOL.com Mailing Address: 5829 Ellsworth Ave

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Understanding Executive Functioning, ADHD, SCT and the Gifted, Bright and Talented Adult

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  1. Understanding Executive Functioning, ADHD, SCT and the Gifted, Bright and Talented Adult Presented By Andrew S. Mahoney M.S.,L.P.C. www.counselingthegifted.com

  2. WWW.COUNSELINGTHEGIFTED.COM • Andrew S. Mahoney MS LPC • Email: ASMahoney@AOL.com • Mailing Address: • 5829 Ellsworth Ave • Pittsburgh PA 15232 • 412-362-2639 • WWW.COUNSELINGTHEGIFTED.COM

  3. BELL CURVE & ASYNCHRONICITY AVG. RANGE GIFTED & TALENTED HIGHLY GIFTED & TALENTED HIGHER THE ABILITY HIGHER THE ASYNCHRONICITY (OR SCATTER) IN DEVELOPMENT

  4. POSSIBLE RATIONALE FOR SPLIT • DEVELOPMENTAL LAG (DELAY) • SKILL DEFICIT • LEARNING DISABILITY • ATTENTION DEFICIT/ HYPERACTIVITY • NEUROLOGICAL IMPAIRMENT • OVER RELIANCE ON GIFT • DEFENSE POSTURES & SYMPTOMS • INCREASED ANXIETY • INCREASED IMPULSIVITY • OVER COMPENSATION • AVOIDANCE BEHAVIORS • INFLATED EGO / GRANDIOSITY • UNMOTIVATED • UNDERACHIEVEMENT

  5. Achievement Gap

  6. Executive Functioning

  7. Syndromes, Learning Problems and other Disorders overlapping with EF OCD Bipolar Disorder Oppositional Defiant PTSD Depression Head trauma • ADHD • Non-Verbal LD • Auditory Processing • Sensory Processing • Autism Spectrum • Asperger’s Syndrome

  8. Organizing Sustaining Emotional Control Inhibition/impulsivity Focusing Sequencing Completion Sub-Functions • Prioritizing • Self Monitoring • Initiating • Pacing • Goal setting • Planning • Shifting/transitioning

  9. Inhibition/impulsivity

  10. Focusing

  11. Initiating

  12. Prioritizing

  13. Goal Setting

  14. Sequencing

  15. Planning

  16. Sustaining

  17. Emotional Control

  18. Shifting/Transitioning

  19. Organizing

  20. Pacing

  21. Self Monitoring

  22. Working Memory

  23. Completion

  24. Intelligence and EF ExecutiveFunction

  25. Intelligence and EF Executive Dysfunction

  26. Lack of early matched challenge

  27. Independent nature

  28. Ego Development

  29. Denial of Vulnerability

  30. Perfectionism

  31. Exponential effect with acceleration

  32. Entity view of gifted

  33. Process of Growth/Change

  34. Relationship

  35. Assessment / Awareness

  36. Assess: Formal Testing Sample • Wechsler Intelligence Scales for Children • Wisconsin Card Sort Test • Purdue Pegboard Test • Halstead-Reitan Sensory Perceptual Examination • Lateral Dominance Examination • Right/Left Discrimination • Stanford-Binet: 4th Edition • Free Drawings • Underlining Test • Jordan Right-Left Discrimination • SCAN Test of Auditory Discrimination • NEPSY (Comprehension of Instruction) • Boston Naming Test • Benton Controlled Oral Word Association Test • Word Fluency Test (Animals) • Comprehension Attention Battery • Connor CPT II • Wide Range Assessment of Memory and Learning • Wechsler Individual Achievement • Gray Oral Reading Test 3rd Edition • Achenback CBCL (Parent & Teacher) • Rorschach Ink Block Test (Exner) • Review of Records • History Questionnaire

  37. Intervention

  38. What Are Some Strategies to Help?Adapted from: National Center for Learning Disabilities • Executive functioning fact sheet • General Strategies: • Take step-by-step approaches to work; rely on visual organizational aids. • Use tools like time organizers, computers or watches with alarms. • Prepare visual schedules and review them several times a day. • Ask for written directions with oral instructions whenever possible. • Plan and structure transition times and shifts in activities.

  39. Managing Time: • Create checklists and "to do" lists, estimating how long tasks will take. • Break long assignments into chunks and assign time frames for completing each chunk. • Use visual calendars at to keep track of long term assignments, due dates, chores, and activities. • Use management software such as the Franklin Day Planner, Palm Pilot, or Lotus Organizer. • Be sure to write the due date on top of each assignment.

  40. Managing Space and Materials: • Organize work space. • Minimize clutter. • Consider having separate work areas with complete sets of supplies for different activities. • Schedule a weekly time to clean and organize the work space. • Managing Work: • Make a checklist for getting through assignments. e.g., a student's checklist could include such items as: get out pencil and paper; put name on paper; put due date on paper; read directions; etc. • Meet with a teacher or supervisor on a regular basis to review work; troubleshoot problems.

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