LD/ADHD Initiative Executive Functions Modules

1. LD/ADHD Initiative Executive Functions Modules SessionTwoStrategy Sheets

2. Executive Functions Session 2 Strategy SheetHow Do I Teach Shift and Initiation Skills? Environmental Supports Teaching Strategy Cue the child (external to internal). Teach wait/stop. Teach delayed gratification. Go over rules/agenda/schedule posted in your room on a regular basis. Ask students to put away materials before the next activity and get materials ready for the next activity. Highlight and model the first step. Give examples of how to jump-start the first step. Have a “how-to-begin” card on students’ desks to help remind them how to jump start. • Post classroom rules/agenda/schedule and review regularly • Prepare students for changes in the schedule or agenda • Provide time for gathering of materials before beginning key directions or instructions • Build independence by explaining, modeling and then fading prompts • Ask students to check visually posted agenda/directions. • Have peer buddies help individuals who have shifting/initiation difficulties • Use a timer or an on-line visual stopwatch/timer, monitor when they move and start another activity, and tell them how long they have to complete it. • Prepare students ahead of time for shifting or changing activities LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your classroom?

3. Executive Functions Session 2 Strategy SheetHow Do I Teach Planning Organization Skills? Environmental Supports Teaching Strategy Walk through the planning process and gradually prompt children to do more of the planning themselves. Involve students as much as possible in the planning process once you have been providing models for a while. Ask questions to get children to prioritize (What do you need? What should you do first?) Use analogies. Use class generated rubrics Use preferred activities or mastered skills as a jumping off point Prompt prioritizing by asking your child what needs to get done first. Scaffold (whatever assistance is needed to move from prior knowledge & skill to the next level of knowledge and skill) to understand concepts and tasks. Breakdown long-term assignments into subtasks with due dates • Provide a plan/template • Provide planning tools (calendar, agenda book, technology) • Provide a visual of a roadmap to think about the planning required to complete a task or assignment. • Create plans or task checklists for students then help them check off each step as completed. • Model note-taking • Create templates for visual organizers. • Give master copies of lecture notes or have students fill in the blanks on a note-taking sheet. LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your classroom?

4. Executive Functions Session 2 Strategy SheetHow Do I Teach Organization of Materials? Environmental Supports Teaching Strategy Build bridges from the familiar to the unfamiliar by discussing changes in environment or routine. Make desk cleaning a joint project – organize your materials/desk at the same time as the students. Practice and model allowing time to adjust to new routine. Model multiple ways of approaching a task or situation. Teach tricks and technology to help with organizational weaknesses Practice packing & unpacking student backpacks and use a timer to see how quickly they can do it • Create a consistent, predictable environment. • Establish routines and schedules. • Post visual cues and highlight changes to the routine • Have students turn in homework to a specified location (i.e. same location in all grade level classrooms). • Give the students plastic bins labeled for possessions. • Use timers – visual, digital, and online. • Use three ring binders, accordion folders, color coded folders for each subject or completed vs. not completed work. • Provide additional support during transitions and when new concepts, tasks or environments are introduced. • Photo books: Take a picture of what desks or areas in the classroom should look like when organized. LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your classroom?