News From Your School Psychologist
September Edition: Executive Functioning Overview
Executive Functioning At a Glance
Executive function skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully. It can be thought of as the “air traffic control center” of the brain; just as an air traffic control system at a busy airport safely manages the arrivals and departures of many aircraft on multiple runways, the brain needs this skill set to filter distractions, prioritize tasks, set and achieve goals, and control impulses. Working memory, mental flexibility, and self-control are especially important to this process. Contrary to popular belief, kids aren't just "born" with these skills. The good news is that they can be learned over time.
"Pathway's To Success" Explains the basic EFs
Video from Harvard's Center for the Developing Child
MYTH BUSTERS- Test Your Knowledge
1. Executive functioning skills develop naturally throughout the lifespan, without the need for explicit instruction or scaffolding.
2. Technology is reducing the need for students to develop executive functioning skills.
3.Emotional and behavioral regulation are the foundation for higher-level executive skills.
4. Psychological conditions, such as anxiety and depression, can affect executive functioning
skills.
5. Executive functioning skills, once developed, are stable and not subject to environmental
factors.
6. Executive functioning skills mature through childhood and should be fully mastered by the
end of high school.
7. A baby's first opportunity to experience or utilize executive functioning skills is in the sensorimotor stage of development.
1. False. 2. False. 3. True. 4. True. 5. False. 6. False 7. True
Executive Functioning 911
Check out the following 3 strategies...
1. Barriers and Strategies Brainstorm
2. "When I'm Stuck" Checklist
3. Mini Minute Executive Functioning (EF) Tuck-Ins for parents and teachers
Tuck ins are a concept created by Hannah Bogen, Speech Pathologist. I have selected a few of her tuck ins that seem quick and helpful for elementary age students.
- Ask students to respond to yes/no questions with an answer that doesn’t involve yes or no (e.g., “Do you like carrots?” response: “Only when they are dipped in ranch”). This task requires engagement of “slow thinking” over automatic “fast thinking.”
- Ask child to try to spell words they know backward. For example, "spell your name backward." This simple task/game supports response inhibition, uses working memory, and promotes flexible thinking.
- Provide three attributes of a secret object and ask child to make a smart guess about the object you’re describing (e.g., it’s white, it comes from a cow, you drink it). The more nuanced the clues, the more challenging the task.
- Provide age-appropriate What Would You Do scenarios to students (e.g., “What would you do if your friend got a haircut that you didn't like and asked what you thought?” or “What would you do if you were invited to a party and didn’t want to attend?”), and ask them to generate the most expected response they can think of.
- Provide four words that all connect through a shared attribute except for one. Ask students to identify which one word does not belong and why. The more nuanced the isolating difference, the more challenging this task will be.
- Whenever possible (whether it is during dinner, while watching TV, or when telling a story about the day), ask your child...I wonder what he or she was thinking? I wonder what those around him or her were thinking about him/her. This practice reinforces perspective taking-the concept that other people have thoughts and feelings that are different than our own.
Q: Which E.F. has the potential to mitigate negative effects of COVID and result in positive outcomes for kids?
NEWS: Coming Soon: Executive Functioning Skill Lab
WHO:
I'm working toward compiling the best kid-friendly strategies and activities for early elementary students to develop their E.F. skills. All students will be able to access this. Grades K-2. It does have some voice activation to help with non-readers if child is accessing it independently. Teachers can do it with their classroom as well or small groups.
WHAT:
Skills, strategies, games, stories, and practice on the following skills:
-Planning
-Organization
-Self Control
-Flexibility
-Task Initiation/Procrastination
-Perserverance
-Working Memory
HOW:
-Students can self pace through the different lessons, can be used in small groups, whole group lessons, can be accessed remotely, can be done together with parents as well
CHECK OUT SAMPLES BELOW:
Below I have included sample slides from all of the different lab topics. While I have created and adapted most of the slides to fit Sprague Students, many of the tech saavy graphics and powerpoints were adapted from educator, Eve Coates.
Screenshot of homepage that will direct you to the different lab activities
PLANNING SAMPLE SLIDE
Organization Sample Slide
Self-Control Sample Slide
Flexibility Sample Slide
Working Memory Sample Slide
Time Management Sample Slide
Task Initiation Sample Slide
Helpful Tid Bits
4 Facts
Visual Timer
Many of our young learners struggle with the concept of time. That being said, a visual timer is probably my favorite tool. The child can see visually how much “red” is left. This helps give them feedback about time management. https://www.timetimer.com/
Is 25 the new teenager?
Q: Which E.F. is the #1 key to unlocking the rest of the Executive functions
Have you tried to model and teach planning and organization? Or put up checklists and nothing is working? Is your child melting down? It may not be your child's fault, but the brain may be to blame....Did you know that when we are stressed, our brain releases cortisol and our brainstem and the emotional center of our brains are activated and the frontal lobes are deactivated? Did you ever notice that you cannot learn, memorize, or even watch a favorite TV show after you just found out stressful information or news? The same goes for kids. If they are stuck in the brainstem, no learning can occur. And no amount of E.F. strategies will make a difference. In this case, take a break and "change the channel."
The Calm Brain
The Amygdala Hyjack
Foundational Needs
Previous Newsletters
Contact Me
Email: selbaum@d103.org
Website: www.d103.org
Location: 2425 Riverwoods Road, Lincolnshire, IL, USA
Phone: 847-945-6665