1 / 21

Executive Function Disorder

Executive Function Disorder. Day two. In every person, even in such as appear most reckless, there is an inherent desire to attain balance. -- Jacob Wasserman German Author (1873-1934). Figure 1.1: The Two Strands of Executive Function. The Executive Skills.

wiley
Download Presentation

Executive Function Disorder

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Executive Function Disorder Day two

  2. In every person, even in such as appear most reckless, there is an inherent desire to attain balance. -- Jacob Wasserman German Author (1873-1934)

  3. Figure 1.1: The Two Strands of Executive Function The Executive Skills • The Metacognitive Strand • Goal-Setting • Planning/Strategizing • Sequencing • Organization of Materials • Time Management • Task Initiation • Executive/Goal-Directed Attention • Task Persistence • Working Memory • Set Shifting • The Social/Emotional • Regulation Strand • Response Inhibition • (AKA: Impulse Control) • Emotional Control • Adaptability

  4. Prevention #2: It all starts with . . The settings in which they must operate Kids’ neuro- developmental profiles ‘Goodness of Fit’ (Greene & Ablon’s ‘Transactional Perspective’)

  5. An essential fact from Kaufman’s research: 80% of office referrals come from 11% of teachers . . . Why????

  6. Goodness of fit: Recharge depleted self-regulatory systems Neuropsychological fact 1: When individuals engage in any act of self-control, they become depleted and have less self-control available for subsequent acts of self-regulation (Baumeister et al, 2007). Neuropsychological fact 2: Self-regulatory systems can be ‘recharged’ by putting people in a positive mood (happiness, relaxation, etc.)

  7. Under- vs Over-Arousal of the Cortex:Implications for Social/Emotional Functioning Under-arousal: Associated with extroversion, & ADHD Conduct Disorder Over-Arousal: Associated with introversion and internalizing disorders (i.e., anxiety and depression) Hale & Fiorello, 2005

  8. Good deeds change brains On a neurological level, it is far better to give than receive. Some research has shown that thinking about some else’s problems lights up the same part of the brain that gets activated when we reflect on our own, while compassion registers in the brain’s pleasures zones. And in the same way that it pays to eat broccoli several times a week, research suggests that you’ll be healthier and happier after offering up regular servings of compassion. Some studies suggest that five acts of altruism a week can substantially improve mood. IMPLICATIONS FOR TEACHERS AND SCHOOL-BASED CLINICIANS? theglobeandmail.com

  9. Teaching

  10. Teaching Self-Regulation Modeling and having kids practice the power of . . SELF-TALK

  11. Start with demystification Before demystification: Why does everybody hate me all the time? Why do I freak out so easily and piss everyone off? After demystification: You mean I’m not a horrible jerk? I just get angrier easier than other kids, and need to learn to control this better?

  12. Teaching Self-Distraction Teacher should model via role play and ‘think alouds’ how to . . Cope with the annoying behavior of others Cope with/set aside bothersome thoughts Cope with/set aside self-defeating emotions

  13. The ‘ZIPPER’ strategy for avoiding/managing conflict Z – Zip Your mouthStop and take a deep breath! I – Identify the problemWhat do I need? What’s the problem? P – PauseTake a moment to calm down before doing anything! P – Put yourself in chargeTake control of my actions E – Explore choicesWhat could I do? (E.g., walk away, change the subject, take a deep breath, ask an adult for help, etc.) R – ResetPick an option

  14. For kids heavily prone to amydala hijacks Focus first and intensely on just getting them to stop and either walk away or get help. That’s it.

  15. Behavior Management Strategies for Kids with SR Weakness

  16. The amygdala: Our primary source of: FIGHT Flight &

  17. What’s the worst way to respond to an amygdala hijack?

  18. Responding effectively to ‘amygdala hijacks’ • Approach low and slow!! • Stay nearby, but say little (raging amygdale make lousy conversational partners . . ) • First change the body, than change the mind (or . . ‘first walk, than talk’)

  19. Manage the energy and frustration levels of kids with EFD by . . Picking academic and social ‘battles’ very carefully Teacher: John, I know you’re tired from the field trip and bus ride, but the school day isn’t over for another hour and you’ve got to write at least one paragraph on your field trip reflection sheet. John: What?Forget it – I’m not doing it! Just give me a zero. Teacher: Then I guess your choosing to stay with me after school today until you get it done. I’m not fooling around with this. John:$%$#@ it! I don’t care!

  20. Key Behavior Plan Elements • Specification of target behaviors (one or two, tops . .) • FBA (Hypotheses about the function of target behaviors) • Accommodations (to improve goodness of fit between a child and his learning/social environment) • Skill building (training of replacement behaviors) • Motivational elements (reinforcers and consequences)

  21. Pick one behavior at a time, at one time of the day Kids with EF deficits can’t change all problem behaviors at once. If calling out is a major problem, than focus on hand raising first, targeting the most problematic time of the day. Than add other times/settings as the student is successful. 21

More Related