Cutting Edge Strategies to Improve Executive Function

Cutting Edge Strategies to Improve Executive Function Skills:The Self Regulated Learner

09/28/2018

360 Thinking™ Cognitive Connections, LLP | www.efpractice.com© Copyright September 2018, Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP.

All copyright and intellectual property rights reserved.

Cutting Edge Strategies to Improve Executive Function Skills:

The Self Regulated Learner

Sarah Ward, M.S., CCC/SLP

Speech and Language Pathologist

Kristen Jacobsen, M.S., CCC/SLP

Speech and Language Pathologist

@swardtherapy @KJSLP

Cognitive Connections, LLP | www.efpractice.com

Be a Future Thinker: “Mind MIME iT’

Future Scene Construction: ake an Image: STOPWhat will it look like?

Episodic Future Thinking: What do Look like? Self Projection into the Future

Mental Time Travel (Temporal ‐ Spatial ): How am I oving to achieve this?

The Future motion: How will I feel? Emotional Physiological State

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If …..then

Self alk

It is ‘experiencing the self in time’ and talking yourself through that experience so you are

efficient and successful

Remediation: STOP & MIME iT

STOP Situational AwarenessSEE MI Future Visual What will it/I Look Like?Play M Future Movement /Gesture How am I moving through timeFeel E Future Emotion How will I feel?Say iT Future Self Intention Statements What am I saying?

All Remediation has to have these components:

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From Impulse Control to Situational Intelligence:STOP and Read the Room & Transition

Don’t Start the Planningin the Space Where the Child Will be Executing

Being a Beat Ahead

Developing Independent Executive Function Skills

Pre‐ Imagine your Movement

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Freeze, Point and Share Your Plan

Creating Zones in the Classroom is Important Students can Pre‐Imagine What Space they are Going to Next

Math Zone

Home‐work Zone

Teaching Zone‘Science Zone’

Chickering Elementary, Dover, MA

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Chickering Elementary, Dover, MA

Before After

Creighton Middle School, Lakewood, CO

Create a Visual Reference, a Spatial Landmarkand Reduce Congestion

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Youngteacherlove Blog

What is the Path to Being Ready?

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Have a Model Desk

Reading:Hatchet, Chap 2Take Active Notes**Use Active Reading Questions Worksheet

Increase the Spatial Temporal Window for the Future Homework Space

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Mind MIME your Homework PlanTask Planning Happens in a Different Space than Task Executing

Being a Mind MIME and Prospective MemoryBeing a Mind MIME links an intention to the mental representation of a specific

‘scene’ so that context can later cue the intention and trigger Prospective Memory

Now when I see my desk it triggers for me in an online fashion the textbook I imagined working on

Now when I see my desk it triggers for me to turn around and write my homework down.

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When we Plan our Work What 3 Questions Do We Ask Ourselves?

Plan Backwards to Move Forwards

Teach Planning Backwards

1. cut2. match3. Glue4. Color

MIME iTTeach Planning Backwards:Start with a Straightforward Assignment

• Use formula to multiply:l x w = Area

• Label answer

Turn in - red basket

Teach Students to Generalize the Use of StrategiesAnd References

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Get Ready Do Done

Turn in - red basket

Get Done

Individual Planning Board

GDD in the ClassroomThe Get Ready * Do * Done Planning Process

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GDD in the Classroom

• 1st Use The DO To Just Post The Usual Agenda

• What essential question are we answering when we are done today?

• What do we need to DO in class today?

ConservationistPreservationist

1. Multiple perspectives:a. Muir's P.O.V. on Wildernessb. Roosevelt's POV on wilderness

2. Why was the campfire an appropriate setting3. What would you say if you were there

How did their POV shape policy

Get Ready Do Done

Get Done

Develop the Skill of the Anticipatory Look

1. Multiple perspectives:a. Muir’s P.O.V. on Wildernessb. Roosevelt's POV on wilderness2. Why was the campfire an appropriate setting3. What would you say if you were there4. How did their POV shape policy

Understand the Diff. b/tRead article!*highlight what helps you define

Watch Video:

Tell a Peer the Meaning!

What do you Know?

*Think about Root words!

Make a Connection to our discussion on Yosemite!

ConservationistPreservationist

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After posting a worksheet in the ‘done’‐ break down the steps or directions in the ‘do’ space.

This helps students connect to the idea of:• where directions fit in the Get Ready * Do * Done model

• The teacher is reviewing directions anyway ‐ this is just making it visual

• Make time visible: How much time do we have to DO this?

All the while introducing the backwards planning approach!

GDD in the Classroom

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Identify the Parts of the CellLabel their Function Color cell parts that

are the same – the same color

Turn in

Text BookColored Pencils

Today: Factoring Polynomials

Hand in work sheet On My desk

Get Done

GDD in the ClassroomGet Ready

• Help Students to Gather Materials

• Organize Space and Materials

• Make Smooth Transitions

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Goal: Learn How Cells Absorb Water

Put on Shelf Under Window

Draw Observations

in Lab Notebook

CeleryCupWaterFood DyePaper Towel

Lab NotebookPencilWorksheetMarkers/Colored Pencils

Have the Student Match Their Space to the White Board

“GO” Mats: Get Organized

Haynes Elementary, Sudbury, MA

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“GO” Mats: Get OrganizedGreat for Visually Cueing Transitions

“GO” Mats: Get OrganizedGreat for Visually Cueing Transitions


“GO” Mats: Get Organized


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**Take Active Notes

By Turning the action into a “job” and give student a “job title”:

• Develops Nonverbal Working Memory (What will I look like?)• Creates Immediate Structure for the Child• Accesses Procedural Memory (How am I moving?)• Limits Emotional Reactions• Provides a sense of time boundaries with a visualized ‘Done’ for open ended tasks (Read versus “summarizer”)

Use your Language to Coach the Student to MIME with

Job Talk!

Turn the Verb/Action word into a Noun label (add –er)

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Action (Verb Label) Job (Noun Label)

Roll the DiceMake A Word

Write The Word Down

RollerWord Maker

Writer

Job: Adder

Add a Job/Role to the Get Ready * Do * Done Model

Adder Choose a crayon color & Find the Number

Colorer

Clean Up Display!Wash HandsShow HOW to use the Pincer Grasp

Use the Pincer Grasp to:• Pick Up• Push• Pull

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But….wait……What if you do not know what ‘DONE’ looks like?Be a Future Sketcher!Get Ready * Do *Done

Executive Function Skills: Closing the Homework Circle

MULTI‐STEP COMPLEX ASSINGMENTS

Role/Order of Working Memory in Executive Function Skillsand Multi Step Complex Assignments

NonverbalWorking Memory(MIME)

Verbal WorkingMemory(Self Talk)

If…..Then

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Executive Function Skills – Does the student have a future picture?

Task Planning Using the Get Ready * Do * Done (Get Done) Model

Be a Future Sketcher!

Ancient Egypt Time Line Landmarks

On an index card carefully draw a colorful picturerepresenting your topic. At the top of the cardwrite the “topic” and date. Below the picturewrite two or three sentences explaining yourtopic. Your sentence should state who or what thecard is about and describe what’s most importantto know about this person, place or event.

Breaking Down Writing Prompts:Circle the Action Word and Underline the Key Ideas for Each Action

Everyone has done something that he or she will always remember. Think about a

time you did something special that you will always remember. Write a story

about what you did and tell why it was so memorable. Be sure to include how you

felt before and after the event.

See EMPOWER Writing Program, Bonnie Singer, Architects for Learning

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Ancient Egypt Time Line Landmarks

On an index card carefully draw a colorful picture representing your topic. At the top of the card write the “topic” and date. Below the picture write two or three sentences explaining your topic. Your sentence should state who or what the card is about and describe what’s most important to know about this person, place or event.

Topic Date

Who/what this is about

What’s most important

Sketch costumes for at least threecharacters in the novel. Each character needs 2 costume changes. For each drawing, explain why the outfit, accessory, color is appropriate to its owner. How is the apparel useful or necessary in particular settings or situations?

Sketch costumes for at least three characters in the novel. Each character needs 2 costume changes. For each drawing, explain why the outfit, accessory, color is appropriate to its owner. How is the apparel useful or necessary in particular settings or situations?

Choose 3 characters Identify 2 impt. Settings

or situations Sketch costumes & ColorWrite up Why and How

Paragraphs

Book Class Notes Pencil Paper Colored Pencils Laptop

Turn In on Thursday

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The student who can do the work but just does not follow directions…..

Design a postcard that shows the setting of a story. On the back, write a message to a friend telling what you did on your visit there.

Middle School Writing Assignment

Write a multi‐paragraph essay. Be sure to include a graphic organizer OF YOUR CHOICE!

1. Man has always been a questioner, wanting to know the whys of everything. Man used both his intelligence and his imagination to answer his questions long before science solved these mysteries. Myths were created thousands of years ago to help answer these age old questions, as well as to calm fears of the unknown, and as a means to teach good from evil.

Write a well‐structured, multi‐paragraph essay summarizing three Greek myths (you may choose ones we have read together) and describe what natural phenomenon they explain.

Future Sketch: This is what it will look like…

Write a well‐structured, multi‐paragraph essay summarizing three Greek myths (you may choose ones we have read together) and describe what natural phenomenon they explain.

Introduction

Conclusion

Greek Myth #1 - Summarize



Phenomenon explained: Good Vs Evil

Phenomenon explained : To Calm a Fear

Phenomenon explained : Answer a science question

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Edit/ReviseHand In on Friday October 30

Photograph real people, places, and things that represent the same in your novel. Secure at least ten pictures in an “album”. The album’s front cover should list the name of the book and the author. For each photo, write a caption that labels the picture and explains how it is connected to the story.

CaptionExplain Connection

X10

George Lennie Curley

Pond

DeadMouse

RanchBunk-house

Curley’sWife

Gun

Girl in Red Dress

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Future sketches reduces impulsivity in

intertemporal decision‐making

“I’ll just take a quick look at my fantasy football team!”

MIME iT

Cognitive Connections, LLPwww.efpractice.comTelephone: 978-369-5200

Sarah Ward, M.S., CCC/SLP Kristen Jacobsen, M.S., CCC/SLP

Speech and Language Pathologist Speech and Language Pathologist

[email protected] [email protected]

If you share our ideas please make attribution to Sarah Ward and Kristen Jacobsen. Please reach out to us! We love to hear from you!

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Cutting Edge Strategies to Improve Executive Function