406-EF-CARS-2011

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Using Thinking Tools to Address Organizational

Issues: Strategies from Learning

the R.O.P.E.S.

Presented By: Patty Schetter, MAAutism and Behavior Training Associates

www.autismandbehavior.com2011 CARS + Convention

Goals For This Training:

1. Explain Executive Dysfunction and how it is observed in children with various learning and neuro-biologocal disabilities

2. Provide a framework for addressing issues related to executive function that is user friendly

3. Illustrate how simple graphic organizers commonly used in education can be expanded to address many organizational issues for students with executive impairments

Think of Students You Work With Who Struggle With Being Organized….

• Common Deficient Skills

• Common Problematic Behaviors

Impaired Executive Functioning:

an inability to engage in goal-directed, future-oriented behaviors including: planning, flexibility, organized search, self-monitoring, and use of working memory.

I direct all of the activities in the brain!

Problems With Working Memory• Aspect of cognition which

operates on data held in short-term memory

• May be thought of as the RAM for working memory's CPU processes

• Involved in the interim integration, processing, disposal, and retrieval of information and active monitoring or manipulation of information or behaviors

Why did I come in here?

Shifting Attention

• Allows us to redirect attention to aspects of the environment we want to focus on subsequently process

Say the Font Color

GreenBlueBirdRedRedYellowCat

BlackDogPurplePinkBoyRed

What is GOOD Executive Functioning?

• When all of the “Instruments” work well together

• Each is:– In tune with others– Knows when and how

to enter and exit– Can anticipate what is

coming and adjust• WELL ORGANIZED!

What is Responsible for Executive Dysfunction?

Appears to be under-activation in the prefrontal

cortex

Who Is Impacted by Impaired EF

• ADD/ADHD• Autism Spectrum Disorders• Tourette’s Syndrome• Other Learning Disabilities including

Nonverbal Learning Disabilities• People experiencing PTSD• MANY learners that are not formally

diagnosed….

Back to Your List….

• Common Deficient Skills

• Common Problematic Behaviors

We Know They Have These Differences….. Now What????

Types of Organization

• Physical– Systems in the

environment– How you organize

space and materials

• Cerebral– Meta-cognitive

systems– How you organize

thoughts, experiences, memories, information

– Required to develop physical organizational systems

EF Interventions Should Include:

• Accommodations – Including physical organization systems and

routines• Teaching and Reinforcing Compensatory Skills

– Skill set required to make use of the accommodations and organizational systems

• Remediation of Underlying “Executive” Skills– Learning to use cerebral organization

strategies– Most Important = SELF ADVOCACY!

Accommodations for Executive Dysfunction

• Schedules and calendars• Checklists and to do lists• Timers and visual reminders• Homework and materials management

systems• Structured and predictable environments

and activities

Whole Class Schedules

Simple Written Schedule for an Older Student

ABTA 2010ABTA 2010 1818

School Day Schedule

Done

(7:50 - 8:00) Ready for the day routine

(8:05 - 8:50) Algebra

(8:55 - 9:40) History

(9:45 - 10:30) Tutorial/break

(10:35 - 11:20) Biology

(11:25 - 12:05) Lunch

(12:10 - 12:55) English

(1:00 - 1:45) Computer Science

(1:50 - 2:35) P.E.

(2:35 - 2:45) Ready to go home routine

(2:45) Catch the bus

Reviewed By:

Icon Schedule with Mini-Schedule

Sample Homework Summary PageSubject Assignment Due Materials

Math Pgs 21-22 odd problems Tues. Jan 22 Math book

Spelling Study for test Fri. Jan 25 Spelling list & flashcards

Science Volcano Project for Science Fair Fri. Feb 25

Card board, paper machet, red paint, brown paint

Sample “Action Plans”

Task Specific Routine ChecklistNight-time Routine Checklist

Done

Take off clothes

Put in hamper

Shower

Get nighttime routine box

Brush teeth

Put on P.J.s

Set alarm clock

Reviewed By:

Feed the DogDone

Go to pantry

Take 1 scoop of food

Take to dog dish

Put scoop of food in dish

Walk back to pantry

Put scoop back in dog food bag

Close pantry door

Reviewed By:

Alarms and Timers

Time-Timer

Watch Minder

Technology

• Application for scheduling, homework management, to do lists, etc…..

• Ethan using his ITOUCH Video

Thinking Tools = Remediation

• Three simple Graphic Organizers used to teach and remediate many organizational thinking issues

• From Learning the R.O.P.E.S. for Improved Executive Functioning (Schetter, 2004)– Recalling - Organizing - Prioritizing -

Evaluating - Self Management

1. Venn Diagram

Used to teach student to make comparisons and draw from prior knowledge– Between people (interests, ideas, likes,

dislikes, needs, etc).– Between activities (rules, procedures, amount

of time needed, etc)– Between terms, vocabulary and language

Typical Use of Venn in Education:Compare-Contrast Two of the Main Characters

WilburCharlotte

Spider

Female

Wise

Experienced

Pig

Male

Naive

Inexperienced

Kind

Helpful

Friendly

Faithful

AboutEthan

AboutPatty

Thinking Tool: What Do We Have In Common?

Girl

CSI

Horses

Scrabble

Boy

Andy Griffith Show

Parrots

Plunks Pond

Blue

KFC

Football

Thinking Tool for “Guesstimating”

Used computer & search engine

Had a specific topic to research

Printed results to use later

Researching industry in the state of Idaho

Guesstimate: take same amount of time 15 minutes per topic

Researched play-station “Cheats

Took 15 minutes per Cheat

New Activity

PreviousActivity

HomophonesSale Sail

Spelling: Sale

Meaning: available for purchase, at a discount

Spelling: Sail

Meaning: to boat, using wind to power

Sounds the same

Thinking Tool for Compromise

I want to play 2 square

I want to play wall ball

We both want to play tether ball

2. Cluster

Used to teach student to see parts and how they fit into a whole– Breaking tasks down into parts– Identifying needed materials– Chunking similar information– Integrating new information with old– Breaking down complex conversation

questions

Thinking Tool: Breaking it Down

Mom Said:Clean My

Room

DustVacuum

MakeBed

Identify Needed Materials

• After breaking a skill into “chunks” the student will need to identify materials for the task

• Practice this skill using the cluster organizer

• Once student has identified the needed materials, he should develop a materials list and use it to gather materials in advance (into a task box if appropriate)

Thinking Tool: ID Materials

Mom Said:Clean My

Room

DustVacuum

MakeBed

Dust Mitt

PledgeVacuum Cleaner

Materials Checklist

Materials Needed

Dust mitt

Pledge

Vacuum

Ordering Steps

• Steps or “chunks” need to be put into a logical order

• Ordering involves sequential thinking

– Teach student to utilize a sequential organizer or checklist to complete the process of putting the steps in order

– Then use the checklist as the “Action Plan” for completing the task

Putting Chunks in Sequential OrderPhysically moving the chunks into a logical order helps them understand sequencing…

They have made their own checklist!!!

First:Make Bed

Second:Dust

Third:Vacuum

Break it Down…

How Can You Use Cluster to Chunk The Following:

• An end of the school day routine?

• Doing a state report?

• Information from text?

• Getting in to college?

ABTA 2009 40

Wilbur

CharlotteFern

Main Characters

Visual Notes from Reading: Identifying Main Characters

ABTA 2009 41

Wilbur

CharlotteFern

Main Characters

Extension: Attributes of Characters

Pig

Friendly Helpful

Naive

Experienced

Helpful

Spider

Wise

ABTA 2009 42

Graphic Organizers: Visual Notes Template

Topic:

Where: Who:

When:

AmericanIndependence

Philadelphia

George Washington and founding

fathers

1776

Signed Declaration of Independence

Did What:

ABTA 2009 43

Highlighter Key

• Yellow:Yellow: Important people• Green: Important dates• Blue: Important Locations• Orange: Important facts or statistics

3. Sequential

Used to teach students the logical sequence or order of steps/chunks– Problem solving– Prediction– Inference and Perspective Taking– Goal Setting

We must correct problems with sequential thinking

Everything happens to me……

Situations Outcomes

Actions

The Basic Thinking Tool Used For “Daily Pat On The Back”

Teacherassigned listof 20 words

Test wasScheduled

for 1week later.

I made flashcardsand practicedthem every nightfor 10 minutes.

Action:

I earned “A” on thetest. Momlet me renta video.

Outcome:Situation:

“What If” Prediction

Teacherassigned listof 20 words

Test wasScheduled

for 1week later.

I made flashcardsand practiced

them every nightfor 10 minutes.

Action:

I earned an

“A”

Outcome:

I play Nintendo and watch my

favorite TV show

Bad grade, no video or

TV for week

“Thinking Tool” Incorporating Perspective

I was walkingdown the halland saw youcoming

You lookedup, but didnot say athing andwalked away

Action: Outcome:Situation:

He must

be mad at

me.Hello.

Walking down the hall

and see someone you know

Look up and don’t

say anything

Look up, smile

and say “Hi”

He must

be mad at

me

He is such a

nice boy

Thinking Tool: Problem Solving

Also Use for Problem Solving These Situations…..

• Evaluating problematic behavior and coming up with an alternative

• Flexibility in problem solving – looking at many options and choosing the best

• Preparing for novel situation by drawing on prior experiences

• AND MANY MORE!!!!!!!

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With a lot of practice and

guidance using Visual and Rehearsedstrategies,

look what starts to happen!!!

I get it!!!!

Goal Setting:I want to accomplish the following outcome:

Goal:

Action Plan:1.2.3.4.5.

Then Begin Integrating “Action Plans”

To achieve my desired outcome, I

must:

Goal:

Goal Setting: Reading

Final Thoughts…..EF Skills are critical to address!

They are Life Skills which affect all domains!

The earlier the better!

Remediation is possible!

Many kids have EF

impairments…

Hope alone will not

Improve EF!

For More on Learning the R.O.P.E.S. for Improved Executive Functioning

Visit our Authors Table at the CARS + Conference

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www.autismandbehavior.com

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