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All Aboard the Hot Mess Express! A Group Model for Executive Functioning Impairments

Explore the benefits of a group model for supporting individuals with executive functioning impairments and learn practical techniques for implementation. This session covers key components, considerations, and adaptation strategies. Suitable for college students and those with ADHD, anxiety, depression, and more.

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All Aboard the Hot Mess Express! A Group Model for Executive Functioning Impairments

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  1. All Aboard the Hot Mess Express! A Group Model for Executive Functioning Impairments Grace Clifford, MAEdDirector, Office of Disability and Testing Services Cleveland State UniversityJennifer DeSantis, MAEdAssistant Director, Academic Resources, Student Success Case Western Reserve University

  2. Objectives • Understand the benefits of adopting a group model for supporting students with executive functioning impairments • Recognize key components and considerations for creating an executive functioning group • Identify techniques for adapting the model to fit any campus

  3. Executive Function Impairments Defined Individuals with executive functioning based impairments struggle with:

  4. Who is impacted by executive functioning impairments? • Individuals with ADHD, Anxiety, Depression, Insomnia, Traumatic Brain Injuries, Concussions (among other diagnoses) • Individuals who are stressed, exhausted, not hydrating or not eating well • COLLEGE STUDENTS

  5. Where it all began… University Counseling, Disability Resources, and Academic Resources were seeing an increase in one-on-one student appointments for: • Stress centered around slow processing or “not getting it” • Disability management • Time management and project completion – “Not doing the thing”

  6. The Team • Dr. Natalie Reiss, University Counseling Center Psychometrician • Grace Clifford, Disability Resources Provider • Sara Gaines, Assistive Technology Specialist • Jennifer DeSantis, Academic Resources • Guest speakers

  7. Premise of the Group • The group provides participants with the cognitive/neuroscience/psychological basis for the barriers created by executive functioning impairments. • Provides practical methods for creating self-regulated learning strategies through effective goal setting and behavior change. • “Progress not perfection”

  8. The Thomas Brown Model (TE Brown, 2005) • FocusFocusing, sustaining, and shifting attention • ActivationOrganizing, prioritizing, and activating to work • EffortRegulating alertness, sustaining effort, and processing speed • EmotionManaging frustration and modulating emotion • MemoryUtilizing working memory and accessing recall • ActionMonitoring and self-regulation

  9. Curriculum Weeks 1 - 5 • Week 1: Introduction and overview • Week 2: Activation • Week 3: Health and Wellness • Week 4: Action • Week 5: Memory

  10. Curriculum Weeks 6-10 • Week 6: Focus • Week 7: Effort • Week 8: Emotion • Week 9: Connections • Week 10: Bringing it All Together and Celebration

  11. Session Structure • General check-in • Introductions for any new attendees (3-17 attendees per group) • Goal check-in • 10-20 minutes of material/presentation • Included think-pair-share, group activities, or guest speakers • SMART goal-setting

  12. Additional Items • Weekly goals sent individually • Sent email reminders about group • Related articles • SHORT videos

  13. Additional Items Continued • Utilized a Blackboard/Canvas page to post session presentations and materials • Discussion board • Relevant applications • Prizes!

  14. Budget Received $2,000 internal Student Affairs grant which was used to support the group for two years. • Food • Fidget cubes, bullet journals, organization materials • Prizes

  15. Evaluation • Conducted through Google Forms • Asked questions regarding: • How engaged with the group • Content • Structure • Learning and Application • Students who completed the evaluation were entered into a raffle for an Amazon gift card

  16. Considerations for Adapting for your Campus! • Identify your campus partners to ensure a multidisciplinary approach • Identify your budget • Identify your target audience • Undergraduate students? Graduate/professional? Both? • Students registered with Disability Services only? Open to all?

  17. Additional Considerations for Adapting for your Campus! • Identify timing of the group • Number of weeks • Length of sessions • Best day and time of the week • Ongoing groups: Hot Mess Express 2.0

  18. References Brown, E.B. (2005). Attention Deficit Disorder: The Unfocused Mind in Children and Adults. US: Yale University Press. Goldstein, S., & Naglieri, J. A. (Eds.). (2014). Handbook of Executive Functioning. New York, NY: Springer Publishing. Meltzer, L. (Eds.). (2018). Executive Function in Education: From Theory to Practice. New York, NY: The Guilford Press. Solanto, M. V. (2011). Cognitive-Behavioral Therapy for Adult ADHD: Targeting Executive Dysfunction. New York, NY: The Guildford Press.

  19. Session Evaluation Please see session moderator for paper evaluation form or complete the evaluation online.

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