Helping Students that

Struggle with
Helping Students that
Struggle with
Executive
Functioning
By Dr. Erica Warren
www.learningtolearn.b
iz
This presentation is based on the
publications:
The Eclectic Learning Profle and
Planning, Tie !anageent "
#rganization $or %uccess: &uic' and
Easy (pproaches to !astering
E)ecuti*e +unctioning %'ills $or
%tudent
What is Executive
Functioning?

The coand and control center

o$ the brain.

The conductor o$ cogniti*e s'ills.

The cogniti*e process that

connects learned e)periences with
present actions.

The place that encodes, retrie*es

and anipulates in$oration.
We use Executive Functioning
when we perform such
activities as:

Planning

#rganizing

%trategizing

%ustaining attention

,eebering details

!anaging tie and space

,egulating thoughts and actions

How does Function
Afect Learning?

a!ing" recalling" # recording plans # assignments

Sta$ing focused in class

Sustaining mental stamina

%eeping materials organi&ed

Showing up to class or appointments on time

ulti'tas!ing

(urning in assignments

)airing past and new !nowledge

*e+ecting on wor!

Finishing wor! on time

(hin!ing through pro,lems

Waiting to spea! until called on

)ursuing help

Estimating time to complete a tas!

- ust ha*e
no
hoewor'. i$
there is
nothing
written in y
planner/
- ust ha*e
no
hoewor'. i$
there is
nothing
written in y
planner/
0ust as e*eryone has their
own uni1ue learning style
and ways o$ processing
reality, each student also
has their own pre$erences
on how to organize their
tie and belongings.
Parents or coaches ha*e
their own approach and
ay try to guide students
into organizing in ways
that are not benefcial or
help$ul $or that indi*idual.
There$ore, considering and
accoodating each
student2s personal
pre$erences is essential.
But !s. Willias,
y dad
organized y
binder and that
is why - can2t
fnd the
hoewor'.
But !s. Willias,
y dad
organized y
binder and that
is why - can2t
fnd the
hoewor'.
The 34 Learning %tyles

5isual Learners

(uditory Learners

Tactile Learners

6inesthetic Learners

%e1uential Learners

%iultaneous
Learners

5erbal Learners

-nteracti*e Learners

-ndirect E)perience
Learners

Direct E)perience Learners

,e7ecti*e8Logical Learners

,hythic8!elodic Learners
(s defned in the Eclectic Learning Profle, By Erica
Warren
5isual #rganizers
When your 'id2s roo is clean
and organized, ta'e a picture o$
it. 9se this as a guide.
:elp your child create a *isual
ap o$ how they want to
organize their belongings.
Label drawers, bo)es, shel*es,
cubbies and fles so it2s easy to
see where possessions belong.
;olor code and label aterials so
it is easy to locate things.
:elp your child use a color coded
planner with designated areas $or
each class or acti*ity.
;reate daily, wee'ly, and8or
onthly calendars to record
chores, schoolwor',
appointents and other e*ents.
-$ you ha*e ore than one
child8adult in the household,
color<code the.
%how your child how to be
organized.
=o shopping to places li'e a
container store, and help your
child pic' out ites that will
help the sort, arrange and
store belongings.
>A picture is worth a thousand words> < (dage

(lbert Einstein
was a *isual
learner.
:e once said,
?-$ - can2t
picture it, - can2t
understand it.@
(lbert Einstein
was a *isual
learner.
:e once said,
?-$ - can2t
picture it, - can2t
understand it.@
EA!;
4
(uditory #rganizers

=i*e your child *erbal cues or

directions on how to becoe and
stay organized.

Pro*ide *erbal reinders.

9se watch alars and hand<held

de*ices that oBer auditory reinders
about iportant tas's.
Tactile " 6inesthetic
#rganizers
Tactile

Let your child organize his or

her things, as tactile
learners will recall where
they were placed.

;onsider a pal pilot or

handheld organization
de*ice.

Encourage lists and drawn

plans.
6inesthetic
Encourage o*eent
while organizing things.
Let 'ids wor' on tas's
such as pic'ing up ites
around the roo. Cou can
always turn it into a gae.
-$ your child get restless,
let the ta'e brea's
which will allow
the to e)ert
soe energy.
!y roo
ight loo'
li'e a ess,
but - 'now
e)actly where
e*erything is/
!y roo
ight loo'
li'e a ess,
but - 'now
e)actly where
e*erything is/
%e1uential " %iultaneous #rganizers
%e1uential
Encourage organizing
aterials in alphabetical
order. This can be done
using a fle cabinet,
shel*es or cubbies.

;reate a list o$ steps

that will help your child
get organized.
;reate a daily routine
that se1uences
acti*ities.
%iultaneous

;lup siilar things <

this can be done with
clear bo)es or colored
fles.

=et a large, ?onth at a

glance@ calendar and fll
in iportant dates.

;reate a ap or drawing
o$ your e)pectations so
that your child can see
?the big picture.@
;reated using -nspiration so$tware: www.inspiration.co 34 Ways o$ Learning: as defned in the
Eclectic Learning Profle

( siultaneous presentation allows one to see the ?big

picture.@
5erbal " -nteracti*e
#rganizers
5erbal
Encourage your child to
*erbalize ideas or plans
with a $riend.
Encourage your child to
plan organizational
strategies aloud with a
$aily eber.
:a*e $aily eetings
where organizational
e)pectations and issues are
shared and all ebers
can brainstor ideas.
-nteracti*e
#rganize with your child.
Cou can help the get
organized, and they can
help you.

Let your 'id shop $or

organizational aterials
with a $riend.

Let your child organize

with a $riend.

Encourage your child to

learn $ro $riends about
how they get organized.
-ndirect " Direct
#rganizers
-ndirect

Deonstrate $or your

child how you organize
your own possessions.

Deonstrate $or your

child how they need to
organize their own
belongings.

Encourage your child

to learn $ro soeone
who is organized.
Direct

Encourage your child

to always organize
their own things with
or without guidance.
-t is iportant that
they organize
thesel*es.

Encourage your child

to de*elop a routine
and organize daily.
Logical8,e7ecti*e " ,hythic8!elodic
#rganizers
Logical 8 ,e7ecti*e

Encourage your
child to thin' about
how they want to
organize their
things8aterials.

(s' your child i$

they ha*e
brainstored a
plan.
,hythic 8 !elodic

Play upbeat usic

when organizing.

-denti$y the usic

best suited $or
organizing such as
caling classical or
upbeat pop.
Sample Strateg$ -.

Brea' cople) tas's

into anageable
goals.

Defne the estiated

tie needed $or
each goal.

Defne the starting

tie and deadline
$or each goal.

,ecord when goals

are reached.

%e1uenced
chec'lists can help
'ids reeber what
they ha*e to do.

-$ your 'ids are

*ery *isual include
iages o$ each tas'.

;hec'bo)es can
be used to record
the copletion o$ a
tas'.
Sample Strateg$ -/

9sing %tephen
;o*ey2s &uadrant
%yste, students
can prioritize their
tie and get ore
done.

When a'ing a
?to do@ list, place the
tas's under the
appropriate heading.

Euber the tas's

under each heading
to deterine the
order o$ copletion.
Sample Strateg$ -0

1reate a structured
schedule with clear
goals and
expectations2

(each $our children

how to organi&e"
manage time and plan2

)rioriti&e tas!s2

3e consistent 4 plan
a routine2

)ractice what $our

preach ' set an
example2
All Learners
Eow where did
- put y ?to
do@ listF
Eow where did
- put y ?to
do@ listF
(ll this
hoewor' is
getting in
the way o$
y +aceboo'
tie/
(ll this
hoewor' is
getting in
the way o$
y +aceboo'
tie/

inimi&e clutter2

1onsider having separate wor!

areas for famil$ mem,ers with a
complete set of supplies2

Schedule a wee!l$ time to clean and

organi&e shared spaces2

Schedule a time" wee!l$" to clear of

des!s" organi&e ,oo! ,ags and 5le
materials2 6ou can use la,eled ,oxes
or cu,,ies" clear ,oxes or a 5le
ca,inet with color coded 5les2
7rgani&ing Space #
aterials

0ust do it

%et liits

:old onto your power

;reate rules

:old your children accountable

!iniize distractions

#nly reward appropriate

beha*iors
(a!e 1ontrol
>-$ you thin' you can or thin' you canGt, youGre right.>
Henry Ford.
!o/ &uit
nagging e to do
hoewor'/ -2ll
te)t you an e)cuse
later.
!o/ &uit
nagging e to do
hoewor'/ -2ll
te)t you an e)cuse
later.
anage 3ehaviors and
*emem,er:

-t2s all in your presentation.

Don2t ignore the proble.

-t2s not their $ault.

Eegati*e labels such as stupid or lazy will cause

daage.

-$ it is easy $or you, it doesn2t ean that it is easy

$or the.

There is no such thing as careless ista'es.

9se positi*e rein$orceent o*er negati*e

rein$orceent.
8ncentives
)rograms
With an incenti*es progra, students can earn points $or
copleting acti*ities, tas's or e)hibiting appropriate beha*iors.
Points are recorded which can then be ?cashed in@ $or rewards.
%all rewards can be earned in a day, whereas larger rewards
ay ta'e wee's or e*en onths.

Let your children earn rewards.

Be prepared and enthusiastic.

-nclude all indi*iduals in*ol*ed when designing an incenti*es

progra.

!a'e sure rewards are attainable in a reasonable aount o$

tie.

!a'e sure your incenti*es progra is onitored daily.

9nderstand that this approach will help children de*elop a

sound wor' ethic.

9nderstand that children *alue and ta'e better care o$

belongings that are earned.
1reate a Wish List
- wish HHHHBenHHHHHH would HHHHput his clothes in the
haperHHHHHHHHH
- wish HHHHBenHHHHHH would HHHHsel$<initiate his
hoewor'HHHHHHHHHHHHH
- wish HHHHBenHHHHHH would HHHHa'e eye contact while in
con*ersationH
- wish HHHHBenHHHHHH would HHHH$eed the
dogHHHHHHHHHHHHHHHHHHHHHHHHHHH
- wish HHHHBenHHHHHH would HHHliit his tie on the
coputerHHHHHHHHH
- wish HHHHBenHHHHHH would HHHHget out o$ bed in
tieHHHHHHHHHHHHHHHHH
- wish HHHHBenHHHHHH would HHHHorganize his boo' bag
HHHHHHHHHHHHHHHHH
9e5ne :oals # *ewards

-denti$y the
probles

Defne goals

Defne oti*ating
rewards

(ssign rewards a
point *alue
3ehaviors to *eward

Defne a $ew ?Iobs@

that address the
proble and will eet
the goal.

Liit the ?Iobs@ to

about J tas's.

(s goals are
reached, substitute
with new Iobs.
%a2s Iobs

,eeber hoewor'
aterials

Be on tie $or
appointents

#rganize roo

Brush teeth

=i*e eye contact

*ecording
)oints

;reate a ?0ob ;hart@ where points can be recorded daily.

Decide the nuber o$ points that each o$ the ?Iobs@ will

earn.

,ecord daily points.

#nce e*ery $ew wee's, re*iew the tas's and rewards and
re*ise as needed.
Defne ;hild "
Parent ,esponsibilities

Decide who will be responsible $or recording

daily copletion o$ tas's.

Defne when and how o$ten parents should

distribute rewards.

Twea' the syste as needed.

(s goals are attained decide on additional

tas's that will continue to shape desired
beha*iors in positi*e ways.
What Else ;an - DoF
Planning, Time Management & Organization for Success: Quick and Easy
Approaces to Mastering E!ecuti"e #unctioning Skills for Student This book
on CD offers many printable handouts and materials to help with executive
functioning skills.
http:www.goodsensorylearning.com!lanning"#Time#$anagement#and#%rgani&ation.html
Te Eclectic $earning Profile % This book and inventory will help teachers"
parents and students maximi&e potential by uncovering each students best ways of
learning. http:www.goodsensorylearning.com'clectic#(earning#!rofile.html
&ance, &ance 'e"olution or &ance (entral These games help children with
concentration" se)uencing and timing.
)nteracti"e Metronome * +$ is an assessment and treatment tool used in therapy
to improve the neurological processes of motor planning" se)uencing" executive
functioning and processing.
$umosity % These are subscription" web*based applications that use a wide range
of games and exercises all geared to improve cognitive abilities. www.lumosity.com
*ames for te +rain * ,ree internet games for the brain
www.gamesforthebrain.com
Oter fun games tat de"elop e!ecuti"e functioning skills * -lokus" Chess" .et"
$astermind/
(uthor: Dr. Erica Warren
Learn more at
www2learningtolearn2,i&
and
www2goodsensor$learning2com