Executive Function Presentation - MyLearningSpringboard.com
- 1. Laurie Gross, M.A., M.A.T., Educational Therapist & Consultant laurie@mylearningspringboard.com 646.478.8692, ext. 3 www.mylearningspringboard.com Improving Executive Function Skills with
- 2. Inspired by… Cutting Edge Approaches for Executive Functioning Presented by: Sarah Ward M.S., CCC-SLP cognitiveconnectionstherapy.com Johns Hopkins University September 27, 2014
- 3. We need to figure out how to support students with Executive Function challenges Executive Function is all about… Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 4. WHAT IS SITUATIONAL INTELLIGENCE? It’s the ability to read a room. SITUATIONAL INTELLIGENCE! S T O P Space: You need to be aware of it and what usually happens in it. Time: You need to be aware of when it is happening. Objects: You need to be aware of how things are organized. People: You need to be aware of the people involved. What are they doing? Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 5. S.T.O.P. and Read the Room! Space: Where am I? What is going on? Is this expected? Unexpected? Time: Time of day? Routine or non-routine? What is happening at this moment in time? What’s coming up? What pace is required? Objects: How are things organized? What is the basis for their organization? People: Read the person. What does their face look like? What is their body, appearance, mood, pace saying? Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 6. Executive Function compromised kids need the sequence of activities spelled out for them. The big picture of what is needed to do isn’t instinctive . Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 7. Mimetic Ideational Information Processing This is a big deal! Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 8. What is Mimetic Ideational Information Processing? - Being a “mind mime” - Mime the idea in your head. - Mental pre-simulation of how the future will play out. - It is a mental dress rehearsal. - A mental trial and error with out the risk of error. - You can try it out and pre-experience the emotion of a situation. - Without risk you can run a plan A and a plan B and pre-experience how this feel. Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 9. We have to teach kids with EF challenges how to FUTURE THINK! 90% of planning occurs in a different space from where we execute it. We can help students develop future situational thinking by using S.T.O.P. Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 10. Elements of Future Thinking (The Mind Mime) 1. S.T.O.P. - What will it look like? 2. Episodic Future Thinking - What do I look like doing it? 3. Prospective Visual Memory - How am I moving to achieve this? 4. Future Emotion - How do I feel? Motivation comes from imagining the emotional future. Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 11. Executive Function is the ability to pre-imagine the future. “What do I need to do to get it done?” The PASSAGE of TIME underlies all executive function skills. Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 12. Strategies: Remediating Executive Function Skills Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 13. Get it DONE Always start with DONE! Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 14. Get Ready…Do…Done Put on your FUTURE glasses to find out. So, what does DONE look like? Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 15. What does “Get Ready, Do, Done” look like? Example: Classroom/desk space Get Ready DO Done Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 16. - Have I taken out my agenda book, all my notebooks/homework folder? - Have I set up my DONE space? - Have I left my notebooks/folders open in the DONE space so I can quickly put my materials away when I’m done? HOMEWORK & Get Ready, Do, Done Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 17. - As I take out each assignment, have I visualized what it will look like, and do I know how I will feel when it is completed? - Now that I know what it will look and feel like when I’m done, what do I need to do to GET READY for each assignment? - Have I placed the assignment in my GET READY space? - Do I have what I need to do this assignment? - How will I feel when I’m finished? - DO! Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 18. The Passage of Time Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 19. Our kids don’t always sense the passage of time and if they do, it’s generally not accurate. How do we help them? The Passage of Time Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 20. The WORKING Clock It’s analog. It’s at eye level. It’s meaningful. The Passage of Time Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 21. Step 3: Count in 5- or 10- minute increments The WORKING Clock Step 1: Shade the available time Step 2: Create time markers - Start time, stop time, midpoint Start time: Get Ready Midpoint: Do Stop: DONE Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 22. Midpoint Check-in 1. How am I doing at this midpoint marker? 2. Am I still focused on the goal? 3. Has my priority changed? 4. Am I still answering the question? 5. Do I need to change my pace? Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 23. The 1 Minute Gauge Rule How to figure out how long an assignment might take. Then: Assign one minute/part to get the basic idea of time. Ask yourself: How many sections are there? How many parts/questions are there in each section? Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 24. Rate the difficulty of each part/question with a 1, 2, or 3 Easy - 1 minute Kind of hard - 2 minutes Hard - 3 minutes Round up/down to 5 minute intervals Develop a mathematical equation and figure out how much time you will need… Use the CLOCK! Remember! Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014
- 25. Laurie Gross, M.A., M.A.T., Educational Therapist & Consultant laurie@mylearningspringboard.com 646.478.8692, ext. 3 www.mylearningspringboard.com Improving Executive Function Skills with Source: Sarah Ward, M.S., CCC/SLP and Co-Director of Cognitive Connections, 2014