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Executive Functioning

Executive Functioning. Developing the CEO within. Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools. Workshop Goals. Become familiar with the basic concepts of executive function

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Executive Functioning

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  1. Executive Functioning Developing the CEO within Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

  2. Workshop Goals • Become familiar with the basic concepts of executive function • Identify your own and your child’s strengths and challenges with executive functions • Draft initial strategies for a plan to help your child develop executive function skills Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

  3. Brain Development and Executive Function Executive Functions: Brain-based skills that are required for humans to execute or perform tasks (Dawson and Guare 2009). Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

  4. How the CEO exerts control • Thinking skills • Behavior Skills • Working memory • Planning/prioritizing • Organization • Time management • Metacognition • Shifting cognition • Response inhibition • Emotional control • Sustained attention • Task initiation • Goal-directed persistence • Flexibility Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

  5. Common Clusters • Response inhibition and emotional control • Flexibility and emotional control • Response inhibition, flexibility, and emotional control • Task initiation and sustained attention • Sometimes includes goal directed persistence • If goal directed persistence is a strength, can use that to override weaknesses • Time management and planning/prioritization • Working memory and organization Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

  6. Parent/Child Evaluation of Executive Functions • Review the list of executive functions skills. • What are your child’s strengths and weaknesses? • What are your own strengths and weaknesses? Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

  7. Look at yourself • What strategies do you employ to compensate for areas that are challenging for you or develop skills in that area? • What types of models have you already provided for your child—what they have seen you do, NOT what you have told them to do? • What do they hear you say about setting priorities when you are not talking to them? • What conversations can you have with your child with you as the model? Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

  8. Create a Plan: First Steps • Determine how well your child is developing the different executive function skills • Select area of focus. • Treat area of focus as a set of skills to be developed • Establish whether your strengths and weaknesses are a match or mismatch with those of your child. Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

  9. Create a Plan • Develop a plan for skill development • Establish realistic goals for change. • Determine how to monitor progress. • Give feedback that supports effort and progress. Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

  10. Be A Patient Coach • Expect that results may come slowly and that you will have to be persistent—but DO NOT give up. • Try to generalize the purpose of skill development beyond school work. Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

  11. Give specific feedback on progress • If you child came up with a strategy that resulted in progress (not perfection), reinforce effort and skill development as specifically as possible • If your child came up with a strategy that did not result in progresstreat it as a learning process Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

  12. Use resources • Smart but scattered by Peg Dawson, Ed.D and Richard Guare, Ph.D. • Online resources: http://www.studygs.net/index.htm • Your GRT can help you • Individualize a plan for your child taking learning preferences and present skill level into consideration, • Coach you on giving specific feedback, • Brainstorm ideas with you for monitoring progress • Facilitate communication with teachers. • Your child’s teachers and counselors can also provide you with support in developing and implementing plans for skill development Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

  13. One Size Does Not Fit All • As noted before, these kinds of changes take time for any child, just like losing weight or organizing your own finances does not happen all at once. • Some children will need more than a book, a website, or assistance from school staff can provide. If your child has persistent issues with executive function despite quality attempts at intervention, consider referring your child to the Student Support Team at school or to a specialist in private practice. Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

  14. Brainstorming Strategies • Use the Brainstorming Executive Function Skill Development Strategies • Fill out the three sections • Highlight best strategies for you and your child Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

  15. Presentations from Psychological Services • December 7: The executive function cluster of response inhibition, flexibility and emotional control.  • March 7: The executive function cluster of task initiation, sustained attention, and goal directed persistence. • Time and Place • 7:00 till 9:00 • Landstown HS

  16. Resources Books Smart but Scattered by Peg Dawson & Richard Guare Late, Lost, and Unprepared by Joyce Cooper-Kahn & Laurie Dietzel The Organized Student: Teaching Children the Skills for Success in School and Beyond by D. Goldberg Assessment and Intervention for Executive Function Difficulties by G. McClosky, L. Perkins, & B. Van Divner Websites Study Guides and Strategies www.studygs.net/index.htm Intervention Central www.interventioncentral.org/ LDonline.org www.ldinfo.com/executive_functioning.htm Office of Gifted Education and Curriculum Development Virginia Beach City Public Schools

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