LD/ADHD Initiative Executive Functions Modules

1. LD/ADHD Initiative Executive Functions Modules Session Three Strategy Sheets Secondary

2. Executive Functions Session 3 Strategy Sheet SecondaryHow Do I Develop Emotional Control Skills? Definition: Emotional Control Impact: Emotional Control Loses emotional control out of embarrassment, sadness, frustration or anger Does not know how to cope when frustrated Needs built-in breaks to keep under control • Modulates emotional responses • Handles frustration or difficult tasks • Can regulate the intensity of one’s emotions to match the intensity of the event LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your classroom?

3. Executive Functions Session 3 Strategy Sheet SecondaryHow Do I Develop Emotional Control Skills? Environmental Supports Teaching Strategies When teaching the student to independently use coping strategies use the following outline: explain the skill , have the student practice the skill, reinforce the student for practicing well, cue the student to use skill in real-life situations, reinforce the student for using the skill successfully Teach students self-statements to promote a positive emotional response, have the student verbalize a goal behavior, use visual imagery, practice skills into something they do routinely every day Build independence by having students control their own emotions (taking a walk or giving themselves a time away from others) by practicing strategies until they are internalized Teach students a concrete, simple metaphor for measuring anger/other feelings (“thermometer” or “Speedometer” or literature /social stories) Make sure verbal and written directions are clear and given one at a time Model “stopping” behavior or take a “time away” and verbalize strategies used to calm down and generate new ideas to help in future similar situations Talk about situations that have led to emotional outbursts in a non-threatening setting and manner. Choose a situation when students are relaxed and therefore more receptive to discuss what happened. • Identify, reduce or eliminate triggers • Manage antecedents (situations, peers or tasks) that appear to produce emotional changes or outbursts. Some situations, peers, or tasks may need to be avoided or limited until students experience more success • Post clear rules and expectations for behavior and predictability/consistency • Give student a script to follow • Remove student from problem situation • Use visual cues • Provide external supports such as a safe place to go when upset/angry (coordinate with student services staff), ass appropriate • Anticipate problem situations and prepare the student for them • Teach calming strategies and help students learn what coping mechanisms work best for them (i.e., relaxation strategies) • Give “pep talks” to the student before beginning a task • Using 5-point scales to help students identify their feelings and give them coping strategies • Have adults model making positive self-statements • Provide opportunities and ways to to discuss upcoming situations or events that may provoke an emotional outburst LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your classroom?

4. Executive Functions Session 3 Strategy Sheet SecondaryHow Do I Develop Working Memory Skills? Definition: Working Memory Impact: Working Memory Remembers only the first and last things in a series of directions Forgets what they are doing in the middle of things or has trouble remembering things, even for a few minutes Has difficulty retelling a story Confused with multi-step math problems • Holding information in mind for the purpose of completing a specific and related task LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your classroom?

5. Executive Functions Session 3 Strategy Sheet SecondaryHow Do I Develop Working Memory Skills? Environmental Supports Teaching Strategy Use “warm-up” activities that trigger prior knowledge when introducing a new topic or switch topics Generate options and provide opportunities for students to choose which one works best for them Practice verbal memory skills: rehearsal (whispering directions), chunking (whittle down two-step instructions to one), or mnemonic devices (“every good boy does fine” EGBDF to remember the spaces on a music staff) Have students remember information in their minds from previous game experiences, rehearse strategies (talk to themselves) to navigate new steps, complete multi-step actions and keep in mind sequences and goals Have students repeat or paraphrase what they have heard or understood to check for accuracy and provide an opportunity for rehearsal Encourage and reinforce self-initiated “comprehension checking” strategies Encourage and reinforce the student to design his or her own cues and to put systems into place to use the cues: Explain the problem as it shows in the student Have the student generate their own options Mentally rehearse the association between the cue and the working memory Devise a monitoring system i.e., did you use the cue? • Use visual memory aides: agenda books/calendars, notebooks, (to-do lists), electronic devices and apps (i-pad, phone) as appropriate/available • Provide a written checklist of steps required to complete a task • Use verbal reminders (e.g., from parent, teacher paraeducator, peer) • Use visual reminders: drawings, photographs, colorful pictures or graphic organizers for sequential tasks, word walls and posters • Encourage students to ask for help from others • Simplify or chunk directions • Create a safe environment • Use short, simple direct instructions • Establish eye contact prior to giving essential instructions or new material • Emphasize that it is okay to ask the teacher to repeat instructions • Reduce distractions in the environment that can tax or disrupt working memory LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your classroom?