Learning disability and ADHD are very frequent in childhood periods , lately Executive Function is well proved to be a cause of these disorders and knowing what is EF and how to improve it and increase attention and working memory
2. Executive Functions (EF) : Definition
EF is a neuropsychological concept referring to
the cognitive processes required
to plan and direct activities,
including task initiation and follow through
working memory, sustained attention,
performance monitoring, inhibition of impulses,
and goal-directed persistence.”
(Dawson & Guare,
2004, )
3. Executive Functions : Importance
Organize our behavior over time and override
immediate demands in longer-term goals”
Management of emotions and effective thought
monitoring.
Allow the child to perform correctly .
Annie Shave 2011
5. 1-Response Inhibition RI
Is “the capacity to think before you act”
The deficit tend to be impulsive.
Impulsive behavior
Saying words without thinking .
6. 2- Working Memory WM
WM is the ability to hold information mind
while performing complex tasks
This deficit tend
Forget easily.
Forget their homework or books at
school .
7. 3-Self-Regulation Of Affect
SR is the ability to manage emotions in order
to achieve goals, accomplish tasks, or control
and direct behavior”.
This deficit tend
upset quickly with situations, unable
to control their emotions.
to have outbursts that disrupt daily
functioning.
8. 4- Sustained Attention
SA is the capacity to maintain attention to a
situation or task in spite of distractibility, fatigue, or
boredom”
.
Deficit tend
to have a hard time getting started on a task.
talk when they shouldn’t.
attention is on everything in the room other
than their work.
9. 5- TaskInitiation
TI is the ability to begin a task without undue
procrastination, in a timely fashion
Deficit tend
Put off doing work that they need to
complete.
Lack the processes to start the task.
10. 6- Planning
Planning is the ability to create a roadmap to reach
a goal or to complete a task.
It also involves being able to make decisions
to focus on and what’s not important.
Deficit tend
to wait till the last minute to complete tasks
don t know what to do when they have to
complete them.
11. 7- Organization
Organization is the ability to arrange or place
things according to a system .
Deficit tend
to have messy desks .
lose papers and books instead of putting it in
its proper places
12. 8-Time Management
Time management is the capacity to estimate,
allocate, and execute within time constraints
Deficit tends to
Get work done at the last minute
Frequently ask for assignment
extensions.
Use excuses for not having work.
13. 9-Goal-Directed Persistence
Goal – Directed is the capacity to have a goal,
follow through to the completion of the goal, and not
be put off by or distracted by competing interests.
Deficit tends to
create goals for themselves but are not able to
achieve them.
not understand the best steps to reach a goal
always distracted impacting their task
completion.
14. 10- Flexibility
Flexibility is the ability to revise plans in the face of
obstacles, setbacks, new information, or mistakes.
Deficit tends to
have difficulty in transitions and new situations.
struggle longer at the beginning of each year.
have limited problem solving strategies.
15. 11- Metacognition
Metacognition is the ability to observe how you problem
solve. It also includes self-monitoring and self-evaluative
skills.
Deficit tends to
make careless mistakes frequently.
complete one step then stop instead of finishing the
series of steps.
not reflecting on the whole process needed to complete
the task.
17. Response
Inhibition:Intervention
ClassroomIntervention:
Reduce situations where the child can get into
trouble
Increase supervision of the child
Skills training:
Discussion situations to use the skill
Explore the skill and behaviors
Model behaviors
Reinforce positively the skill
Ignore bad behavior
Dawson & Guare, (2004).
18. Working Memory: Intervention
ClassroomIntervention:
Enforce use of assignment books consistently
Utilize checklists and to-do lists
Use cue as verbal reminders, alarm clocks.
Skills training:
Explain the skill
Give different cues and checklists to the child
Make a monitoring system for the child to monitor their own
skill
Dawson & Guare, (2004).
19. Self-Regulation Of Affect:
Intervention
ClassroomIntervention
Prepare child for problem situations
Give child scripts for problem situations and practice regularly
Structure environment to avoid situations that can lead to
problems
Break tasks down into small steps
Give breaks to child during tasks as needed
Use social stories that teach emotional control
Skills training:
Explain the skill
Provide coping strategies
Practice with the child
Reinforce child when strategies are used
Discuss real life situations of using the strategy
Dawson & Guare, (2004).
20. A.Sustained Attention:
Intervention
ClassroomIntervention
Write start and finish times on assignments
Use incentive systems
Break down tasks into steps
Make tasks interesting for students
Give child something fun to do when task is completed
Provide attention and praise when student is remaining on task
Skills training:
Discuss attention time with the student
Teach them to break down tasks on their own
Help them make work plans for completing tasks
Reinforce them when they use the plan
Dawson & Guare, (2004).
21. B.TaskInitiation: Intervention
ClassroomIntervention
Use verbal cues to get child started
Create a visual cue to prompt child to get started, as a note on
their desk
Walk through the first part of the task to help child get started
Have child tell you when they will begin the task and cue them
when the time arrives
Skills training:
Teach the child to create a written plan for starting the task including
time and type of task
Teach child to break down the task if needed
Teach child to use cue such as alarm clock to start task
Reinforce child when no additional cues are needed
Dawson & Guare, (2004).
22. C.Planning: Intervention
ClassroomIntervention
Plan a schedule for the child
Use rubrics
Break long assignments into smaller pieces with deadlines for
each piece
Create planning sheets with due dates
Use assignment planners
Skills training:
Walk through the planning process with the child
Have child model the planning process
Tell student to create roadmaps for tasks
Ask questions such as “What do you have to do first?”
Dawson & Guare, (2004).
23. D.Organization: Intervention
ClassroomIntervention
Maintain an organized classroom
Create schemes for organizing backpacks and
folders
Color-code folders, notebooks, and papers for
classes
Skills training:
Teach child to separate papers and categorize them
Have them create their own organization plan
Get the plan in writing
Have them implement the plan
Dawson & Guare, (2004).
24. E.Time
Management:Intervention
ClassroomIntervention
Give child a schedule to follow
Prompt student with each step of a task
Impose time limits for assignments
Provide frequent reminders for remaining time to complete task
Use cueing devices such as alarm clocks
Skills training:
Help child understand what the task involves
Have child think of distractions that may be present when
completing task
Create an estimated time for completion; compare estimated time to
actual time
Find strategies to decrease distractions
Dawson & Guare, (2004).
25. F.Goal-Directed
Persistence:Intervention
ClassroomIntervention
Give students goals and have them keep track of their
progress
Goals need to have motivational interest to the student
Include students in establishing goals
Create reasonable goals
Skills training:
Follow a coaching process:
Hold a goal setting session where a goal is set, obstacles are
discussed and a plan is written
Hold daily coaching sessions where goal is re-discussed and
progress is assessed by asking questions
Dawson & Guare, (2004).
26. G.Flexibility:Intervention
ClassroomIntervention
Give advance warning for new schedules or activities
Allow student to practice new schedules or activities
Provide rubrics to follow
Read social stories to teach coping strategies in problem
situations
Offer positive reinforcement and step by step assistance
Skills training:
Teach students what inflexibility is and how to recognize it
Teach and model coping strategies with plans and cues
Create strategies to fall back on
Teach relaxation strategies
Dawson & Guare, (2004).
27. Metacognition: Intervention
ClassroomIntervention
Ask child to explain how they solved the problem .
Give assignments where students can evaluate their work
and give grade.
Use rubrics.
Skills training:
Define the skill and what is needed to use the skill appropriately
Practice the skill
Create error-monitoring checklists
Teach children to ask themselves self-monitoring questions while
tasks are being completed
Dawson & Guare, (2004).