Executive function presentation_03-04-13_315 2 (1)

EXECUTIVE FUNCTIONING IN AUTISM SPECTRUM DISORDERS

EXECUTIVE FUNCTIONING IN AUTISM SPECTRUM DISORDERS

Gladys Henry, Ed.S CCC-SLP, MNPS Autism Team

Marilyn Reaves, OTR/L, Assistive Technology Department

Janelle Heathman, OTR/L; Assistive Technology Department

Gladys Henry, Ed.S CCC-SLP, MNPS Autism Team

Marilyn Reaves, OTR/L, Assistive Technology Department

Janelle Heathman, OTR/L; Assistive Technology Department

WHAT IS EXECUTIVE FUNCTIONING?

WHAT IS EXECUTIVE FUNCTIONING?

• Executive Function is the "conductor" of all cognitive skills.

• Think of it as the "conductor's" role in the orchestra.

• Executive Function is the "conductor" of all cognitive skills.

• Think of it as the "conductor's" role in the orchestra.

EXECUTIVE FUNCTIONING COORDINATES:EXECUTIVE FUNCTIONING COORDINATES:

• Inhibition - The ability to stop one's own behavior at the appropriate time.

• Shift - The ability to move freely from one situation to another.

• Emotional Control - The ability to modulate emotional responses.

• Initiation - The ability to begin a task or activity and to generate ideas.

• Working Memory - The ability to hold information in mind.

• Planning/Organization - The ability to manage current task demands.

• Organization of Materials - The ability to impose order on work, play, and storage spaces.

• Self-Monitoring - The ability to monitor one's own performance and to measure it against a standard of what is needed.

• Inhibition - The ability to stop one's own behavior at the appropriate time.

• Shift - The ability to move freely from one situation to another.

• Emotional Control - The ability to modulate emotional responses.

• Initiation - The ability to begin a task or activity and to generate ideas.

• Working Memory - The ability to hold information in mind.

• Planning/Organization - The ability to manage current task demands.

• Organization of Materials - The ability to impose order on work, play, and storage spaces.

• Self-Monitoring - The ability to monitor one's own performance and to measure it against a standard of what is needed.

ASSISTIVE TECHNOLOGYASSISTIVE TECHNOLOGY

1. Working Memory

2. Planning/Organization

3. Organization of Materials

4. Self-Monitoring

1. Working Memory

2. Planning/Organization

3. Organization of Materials

4. Self-Monitoring

Can most effectively augment a person’s Executive

Function in the last 4 areas . . . .

Can most effectively augment a person’s Executive

Function in the last 4 areas . . . .

GROWTH WITH EXECUTIVE FUNCTIONING

GROWTH WITH EXECUTIVE FUNCTIONING

• The brain will continue to mature and develop connections well into adulthood.

• A person's executive function abilities are shaped by brain changes and life experiences.

• Early attention to these skills is crucial!!

• Direct instruction, frequent reassurance and feedback are recommended.

• The brain will continue to mature and develop connections well into adulthood.

• A person's executive function abilities are shaped by brain changes and life experiences.

• Early attention to these skills is crucial!!

• Direct instruction, frequent reassurance and feedback are recommended.

SOME THINGS TO CONSIDER...SOME THINGS TO CONSIDER...

• We assume all these kids – especially those who are “bright” – have EF skills and we act and react to our spectrum children or students as if they did.

• Nowhere does the EF skill deficit cause more turmoil than the area of homework, producing monstrous levels of anxiety and dread in students, parents and teachers alike.

• School teams are often faced with the question, “If tasks are so overwhelming to a student’s EF system, should we just avoid having students deal with them?” The answer is an unequivocal empathetic “NO!”

• Organizational skills are life skills, not just school skills, and even though they are “mandatory prerequisites” for succeeding at school, like social skills they are rarely directly taught.

•

• We assume all these kids – especially those who are “bright” – have EF skills and we act and react to our spectrum children or students as if they did.

• Nowhere does the EF skill deficit cause more turmoil than the area of homework, producing monstrous levels of anxiety and dread in students, parents and teachers alike.

• School teams are often faced with the question, “If tasks are so overwhelming to a student’s EF system, should we just avoid having students deal with them?” The answer is an unequivocal empathetic “NO!”

• Organizational skills are life skills, not just school skills, and even though they are “mandatory prerequisites” for succeeding at school, like social skills they are rarely directly taught.

•

SO WHERE DO WE START?SO WHERE DO WE START?

• First, by understanding how complex organizational

systems become by the time students reach middle school.

• Secondly, by understanding organization as a skill set,

which involves static and dynamic systems.

• First, by understanding how complex organizational

systems become by the time students reach middle school.

• Secondly, by understanding organization as a skill set,

which involves static and dynamic systems.

“STATIC” ORGANIZATIONAL SYSTEMS

“STATIC” ORGANIZATIONAL SYSTEMS

Systems and skills are structured: same thing, same time, same

place, same way.

Introduced in Kindergarten, first and second grade.

We break down tasks and ask students to explicitly complete very

defined units of information, at a certain time and place.

Examples include: write your name at the top of the page, read the

instructions, complete the work, when done turn the paper over and

sit quietly until time is up.

Systems and skills are structured: same thing, same time, same

place, same way.

Introduced in Kindergarten, first and second grade.

We break down tasks and ask students to explicitly complete very

defined units of information, at a certain time and place.

Examples include: write your name at the top of the page, read the

instructions, complete the work, when done turn the paper over and

sit quietly until time is up.

“DYNAMIC” ORGANIZATIONAL SYSTEMS

“DYNAMIC” ORGANIZATIONAL SYSTEMS

Systems and skills involve constant adjustments to priorities,

workloads, timeframes, tasks, and places.

Less teacher-directed and more student-directed.

By 4th grade, teachers are introducing dynamic assignments to

students.

Systems and skills involve constant adjustments to priorities,

workloads, timeframes, tasks, and places.

Less teacher-directed and more student-directed.

By 4th grade, teachers are introducing dynamic assignments to

students.

HERE’S THE GOOD NEWS!HERE’S THE GOOD NEWS!HERE’S THE GOOD NEWS!HERE’S THE GOOD NEWS!

•Most of us understand that to tackle a dynamic task we have to break it down into its static elements.

•The dynamic part of the task requires thinking; the static part of the task requires doing.

•Dynamic assignment such as writing an essay requires a significant portion of the task to be spent thinking about the topic before the static tasks of actually writing the paper at a table.

•One of the great challenges for our students with ASD is learning to break down dynamic tasks into more concrete, static chunks of work.

•Most of us understand that to tackle a dynamic task we have to break it down into its static elements.

•The dynamic part of the task requires thinking; the static part of the task requires doing.

•Dynamic assignment such as writing an essay requires a significant portion of the task to be spent thinking about the topic before the static tasks of actually writing the paper at a table.

•One of the great challenges for our students with ASD is learning to break down dynamic tasks into more concrete, static chunks of work.

10 STEPS TO FOSTER 10 STEPS TO FOSTER ORGANIZATIONAL SKILLSORGANIZATIONAL SKILLS

10 STEPS TO FOSTER 10 STEPS TO FOSTER ORGANIZATIONAL SKILLSORGANIZATIONAL SKILLS

1. CLEARLY DEFINE WHAT NEEDS TO BE DONE

1. CLEARLY DEFINE WHAT NEEDS TO BE DONE

•Too often, we view organization goals too simply: “the student must write the

assignment in his planner.” This is clearly not enough detail for most tasks and

may not even be the best starting goal for a particular student.

•Adults must be organized with their own thinking if they are to effectively teach

students with EF deficits this skill.

•Go beyond giving out assignments; help the student understand how to also

approach the task from an organizational standpoint.

•Too often, we view organization goals too simply: “the student must write the

assignment in his planner.” This is clearly not enough detail for most tasks and

may not even be the best starting goal for a particular student.

•Adults must be organized with their own thinking if they are to effectively teach

students with EF deficits this skill.

•Go beyond giving out assignments; help the student understand how to also

approach the task from an organizational standpoint.

•Most students with weak organizational skills also struggle with motivation to accomplish homework tasks.

•Parents and teachers often don’t realize this lack of motivation can stem from feeling overwhelmed by the task demands.

•Students with the greatest motivational challenges are often our most intelligent students!

•We assume “smart” means “organized” and say things like “come on, I know you can do this, I know you are smart.”

•Many students need to start at a concrete level of motivation, with very small work steps combined with reward early in the task completion process.

•Self-motivation increases when students feel confident in understanding and accomplishing the task before them.

• If a student is not motivated, it doesn’t matter how well you help to teach the student how to approach the assignment, they will not implement the ideas.

•Most students with weak organizational skills also struggle with motivation to accomplish homework tasks.

•Parents and teachers often don’t realize this lack of motivation can stem from feeling overwhelmed by the task demands.

•Students with the greatest motivational challenges are often our most intelligent students!

•We assume “smart” means “organized” and say things like “come on, I know you can do this, I know you are smart.”

•Many students need to start at a concrete level of motivation, with very small work steps combined with reward early in the task completion process.

•Self-motivation increases when students feel confident in understanding and accomplishing the task before them.

• If a student is not motivated, it doesn’t matter how well you help to teach the student how to approach the assignment, they will not implement the ideas.

2. MOVE IT WITH MOTIVATION.2. MOVE IT WITH MOTIVATION.

3. PREPARE THE ENVIRONMENT.3. PREPARE THE ENVIRONMENT.

• Establish a dedicated workspace for homework that includes the essential tools: pen, pencil, paper, etc.

• Establish a dedicated workspace for homework that includes the essential tools: pen, pencil, paper, etc.

• Color coding tasks, making sure the student has an organized binder, possibly access to a time-timer (www.timetimer.com) creates structure that promotes success during homework time.

• Color coding tasks, making sure the student has an organized binder, possibly access to a time-timer (www.timetimer.com) creates structure that promotes success during homework time.

4. CHUNK AND TIME IT.4. CHUNK AND TIME IT.

• Make sure the student understands how to “chunk” an assignment (break it down into smaller pieces) and how the individual parts create the larger whole.

Once “chunked,” students also need to predict how long each chunk will take to complete (tends to be an area of weakness).

Students are more willing to tackle homework when they can reliably predict how long they will have to work on the task.

When the student does not –or cannot- consider time prediction as part of his organizational set, he is likely to waste a lot of time rather than use time to his advantage.

• Make sure the student understands how to “chunk” an assignment (break it down into smaller pieces) and how the individual parts create the larger whole.

Once “chunked,” students also need to predict how long each chunk will take to complete (tends to be an area of weakness).

Students are more willing to tackle homework when they can reliably predict how long they will have to work on the task.

When the student does not –or cannot- consider time prediction as part of his organizational set, he is likely to waste a lot of time rather than use time to his advantage.

5. USE VISUAL STRUCTURE 5. USE VISUAL STRUCTURE

•Visual long-term mapping charts, such as a Gantt Chart, (www.ganttchart.com)

can help students plan and monitor multiple activities.

•Frequently used in business; however, they are easy to create and use at home or in the classroom.

•Visual structures can represent entire projects and then also be used for individual chunks, creating the visual organizational framework.

•Once assignments are understood as needing to be worked on across time, we can encourage students to chunk tasks to be worked on during specific weeks, then make related lists of things to do on specific days.

•Visual long-term mapping charts, such as a Gantt Chart, (www.ganttchart.com)

can help students plan and monitor multiple activities.

•Frequently used in business; however, they are easy to create and use at home or in the classroom.

•Visual structures can represent entire projects and then also be used for individual chunks, creating the visual organizational framework.

•Once assignments are understood as needing to be worked on across time, we can encourage students to chunk tasks to be worked on during specific weeks, then make related lists of things to do on specific days.

6. PRIORITIZE AND PLAN DAILY6. PRIORITIZE AND PLAN DAILY

• Help students succeed with their daily schedule by

teaching them to take frequent small breaks at the

end of their baseline attention span.

Make these breaks quick and refreshing, just to refocus attention; sensory based activities, a small snack, quick trip to the bathroom, or pencil sharpener.

• Help students succeed with their daily schedule by

teaching them to take frequent small breaks at the

end of their baseline attention span.

Make these breaks quick and refreshing, just to refocus attention; sensory based activities, a small snack, quick trip to the bathroom, or pencil sharpener.

7. HUNT AND GATHER 7. HUNT AND GATHER

•Students need to plan time into their schedule to locate different resources to complete a task.

•For example, research at the library might be a “chunk” they plan for on their homework list.

•Students need to plan time into their schedule to locate different resources to complete a task.

•For example, research at the library might be a “chunk” they plan for on their homework list.

8. CONSIDER PERSPECTIVE 8. CONSIDER PERSPECTIVE

•Homework is more effectively completed when students start by considering the teacher’s perspective before diving into the assignment.

•Social behavior mapping (Winner, 2007) can help students understand how expectations, actions, and reactions affect not only how we are viewed by others, but how their responses ultimately impact the way we view ourselves.

•Homework is more effectively completed when students start by considering the teacher’s perspective before diving into the assignment.

•Social behavior mapping (Winner, 2007) can help students understand how expectations, actions, and reactions affect not only how we are viewed by others, but how their responses ultimately impact the way we view ourselves.

9. COMMUNICATE AND THEN COMMUNICATE SOME MORE!9. COMMUNICATE AND THEN

COMMUNICATE SOME MORE!

“”

These skills must be specifically taught.

This helps to establish peer support networks desperately needed for success in college.

“”

These skills must be specifically taught.

This helps to establish peer support networks desperately needed for success in college.

10. COMPLETION AND REWARD10. COMPLETION AND REWARD

Remember... having a clearly defined

“end” to a task is important.

Be sure the child knows what

“finished” means, both at home and at

school.

Remember... having a clearly defined

“end” to a task is important.

Be sure the child knows what

“finished” means, both at home and at

school.

REMEMBER...REMEMBER...

Planning takes time!

Teachers and parents need to work together in identifying

and teaching any or all of the 10 steps.

Doing this not only gives children the tools not just to handle

homework, but to be successful in all areas of life.

Teaching organizational skills takes time across a long period

of time.

Planning takes time!

Teachers and parents need to work together in identifying

and teaching any or all of the 10 steps.

Doing this not only gives children the tools not just to handle

homework, but to be successful in all areas of life.

Teaching organizational skills takes time across a long period

of time.

ASSISTIVE TECHNOLOGY ASSISTIVE TECHNOLOGY TOOLS AND STRATEGIESTOOLS AND STRATEGIESASSISTIVE TECHNOLOGY ASSISTIVE TECHNOLOGY TOOLS AND STRATEGIESTOOLS AND STRATEGIES

• Working Memory

• Planning/Organization

• Organization of Materials

• Self-Monitoring

• Working Memory

• Planning/Organization

• Organization of Materials

• Self-Monitoring

LOW TECH SOLUTIONS!LOW TECH SOLUTIONS!

Managing Space and MaterialsManaging Space and Materials

LOW TECH SOLUTIONS!LOW TECH SOLUTIONS!

Assignment ChecklistAssignment Checklist

Color Coded SubjectsColor Coded Subjects

LOW TECH SOLUTIONS!LOW TECH SOLUTIONS!

• Timers

• Visual calendars such as an agenda

• Break large projects into manageable chunks

• Homework Checklist

• Timers

• Visual calendars such as an agenda

• Break large projects into manageable chunks

• Homework Checklist

Managing TimeManaging Time

MID TECH SOLUTIONS!MID TECH SOLUTIONS!

Time Timers - www.timetimers.comTime Timers - www.timetimers.com

Digital RecordersDigital Recorders

• Graphic Organizer - Printed Templates• Graphic Organizer - Printed Templates

• User Friendly Software, apps and

websites that don’t require a lot of

training - such as www.bubbl.us

• User Friendly Software, apps and

websites that don’t require a lot of

training - such as www.bubbl.us

HIGH TECH SOLUTIONS!HIGH TECH SOLUTIONS!

SmartpenSmartpen

Electronic OrganizersElectronic Organizers

Android Smart PhoneAndroid Smart Phone

iPod TouchiPod TouchiPhoneiPhone

Timelines - they provide visual indicators of tasks

and progress toward each goal

Timelines - they provide visual indicators of tasks

and progress toward each goal

SoftwareSoftware

Read/Write/Think Webbing ToolRead/Write/Think Webbing Tool

WebsitesWebsites

www.commonsensemedia.org

www.discoveryeducation.com/parents/

www2.ed.gov/parents/academic/help/homework/index.html

www.commonsensemedia.org

www.discoveryeducation.com/parents/

www2.ed.gov/parents/academic/help/homework/index.html

AppsApps

AppsApps

SOURCES:SOURCES:

• www.wati.org (Wisconsin Assistive Technology Initiative)

• www.autismsupportnetwork.com/print/9245

• www.sc.edu/scatp

• www.wati.org (Wisconsin Assistive Technology Initiative)

• www.autismsupportnetwork.com/print/9245

• www.sc.edu/scatp

HOW TO CONTACT USHOW TO CONTACT USHOW TO CONTACT USHOW TO CONTACT US

Gladys Henry, Ed.S CCC-SLPMNPS Autism Team gladys.henry@mnps.org

Marilyn Reaves, OTR/LAssistive Technology Departmentmarilyn.reaves@mnps.org

Janelle Heathman, OTR/LAssistive Technology Departmentjanelle.heathman@mnps.org

Gladys Henry, Ed.S CCC-SLPMNPS Autism Team gladys.henry@mnps.org

Marilyn Reaves, OTR/LAssistive Technology Departmentmarilyn.reaves@mnps.org

Janelle Heathman, OTR/LAssistive Technology Departmentjanelle.heathman@mnps.org