Executive Function, Precorrection Strategies, and Culturally Responsive Teaching ILCCBD Conference

Executive Function Questionnaire for Adults

Marc Schwartz
Executive functions include planning, assigning time, remembering and reasonably controlling
emotional states. The clinician’s assessment of an individual’s answers to the questions below
(and also of the individual’s family’s answers, if possible), can help determine whether a person
is experiencing a deficit in executive functions.
A common cause of Executive Function Disorder is ADD, but there are other causes as well,
such as depression, Alzheimer’s schizophrenia, and anxiety. For this reason, simply adding up
an individual’s scores on all the questions it not useful for making the diagnosis of ADD. The
main value of the questionnaire is to identify issues that are important to assess when carrying
out an evaluation. Clinical judgment and experience are required to interpret the answers and
make the proper diagnosis.

Answer how well each statement describes you when you don’t use special aids or tricks you
have developed to get around or compensate for difficulties you might have. Score each answer
as follows:
0 – doesn’t describe me at all
1 – describes me somewhat
2 – describes me pretty well
3 – describes me very well
INITIATION
I have trouble getting started doing things.
I procrastinate.

COMPLETION
I have trouble completing things.

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EXECUTION
I don’t do tasks efficiently (good job in short time).
It is hard for me to do two or three tasks in a row.
I don’t always do what needs to be done.

DISTRACTION
I am easily distracted by things I hear or see even when I am trying to concentrate.

PERSEVERANCE AND FOCUS

I don’t stick to tasks that are optional.
I can’t stick to a task even if I have to.
I often switch from doing one thing to another.

INATTENTIVENESS
I don’t pay attention when I should.
I daydream/space out.
I have trouble listening while others speak to me.
I am absent-minded.

MEMORY
I have trouble remembering things I want to do.
I get so deeply into one thing that I forget others.
I have trouble with my short-term memory.
I lose or misplace things.

TIME
I confuse appointment times.
I forget appointments.
I am often late for appointments.

FUTURE AWARENESS AND PLANNING

I have trouble making plans long in advance.
I let my gas tank needle get close to empty.
I rarely get to trains at least 10 minutes early.

ORGANIZATION
I get disorganized.
My personal work area is messy.
I put on my seat belt after the car is moving.
I don’t prioritize or plan my day.
I can’t work well without structure or direction.
I have difficulty taking command of my time.
I waste a lot of time doing nothing.

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PHYSICAL ACTIVITY (HYPERACTIVITY)

I need to keep walking, moving around.
I have trouble sitting still, I fidget.

FRUSTRATION/IMPULSIVENESS
I get angry easily.
I am easily frustrated.
I get impatient easily.
I interrupt when other people are talking.
I am impulsive, do things without thinking.
I don’t express or communicate my anger constructively.

ANXIETY
I focus and concentrate better if I am somewhat anxious.

MULTITASKING (parallel)
I have trouble doing more than one thing at a time well.
I often try to do more than one task at a time.
I tend to make things more complicated than they need to be.

MULTITASKING (serial)
I dislike tasks that require a long series of steps.

SLEEP
I have trouble getting to sleep because my mind is going.

UNCATEGORIZED
I get so deeply into one thing that I forget other things I have to do.
I believe there is usually a quick solution to problems.
I do not like to commit because I don’t know how I will feel in the long term.

Impressions/Comments:

Copyright Marc Schwartz, MD, 200-2007, New Haven, CT.

All rights reserved. Version 2.34

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Executive Function Development

Executive function and self-regulation skills are the mental processes that enable us to plan,
focus attention, remember instructions, and juggle multiple tasks successfully. Just as an air
traffic control system at a busy airport safely manages the arrivals and departures of many
aircraft on multiple runways, the brain needs this skill set to filter distractions, prioritize tasks,
set and achieve goals, and control impulses.

Center on the Developing Child, Harvard University: http://developingchild.harvard.edu/resources/activities-guide-

enhancing-and-practicing-executive-function-skills-with-children-from-infancy-to-adolescence/

Although air traffic control is not a perfect metaphor for executive function, it can give us
a way to think about these skills. Here are some examples of how the three components of
executive function might be used by an air traffic controller and by a child.

Air Traffic Controller Child

I can safely land multiple planes I can follow directions that have
Working at the same time, by imagining multiple steps. If someone asks me to
Memory the path each plane has to take put on my coat, hat, and mittens,
and giving directions to each I can keep in mind what I have already
plane without forgetting about done and what I need to do next.
the others.
I can recognize the specific I can adjust my behavior to the
Cognitive needs of each plane, switch my situation I am in. For example, I
Flexibility attention from one plane to follow different rules when I am at the
(Mental ability) another, and follow different library versus at the park.
procedures for different planes
so that each plane lands safely.
I can keep my focus on the I can do what I am supposed to do
Inhibitory planes I am directing, and not
rather than what I want to do. For
Control get distracted by other people’s
example, when asked to clean up, I
(Self-control) conversations or actions. can put my toys away instead of
playing with each toy I pick up.
http://www.search-institute.org/downloadable/exec-function-feb-2015.pdf

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Skills Related to Executive Function

HOT EXECUTIVE FUNCTION: This skill comes into play in situations that
are not emotionally neutral. This helps kids manage their emotional reactions so that they can
use their executive skills to perform a task. A child might rely on hot executive function during
a spelling bee to keep his anxiety or excitement in check. Kids also use it to resist temptation in
order to get a larger reward.

REFLECTION: Reflection is a process that allows kids to notice challenges,

pause, think about their options and put things into context before they respond. This skill
is central to solving problems, and kids can build it. The more they practice reflection, the easier
and faster the process becomes.

PROCESSING SPEED: Kids need to go through the reflection process quickly and
efficiently to solve problems on time. That’s where processing speed comes in. Some experts
view this skill as the engine that drives how well kids can use their executive skills to solve
problems and achieve goals.

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-
functioning-issues/3-areas-of-executive-function

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https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-
a-glance-classroom-accommodations-for-executive-functioning-issues
https://www.understood.org/en/learning-attention-issues/signs-symptoms/could-your-child-
have/executive-function-disorder-symptoms

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Signs of Executive Functioning Issues in Middle School

• Wants to invite kids over but never gets around to scheduling it.
• Hesitates to make afterschool plans and instead just follows what the other kids are
doing.
• Is still arranging materials in science lab while the other kids are halfway through the
experiment.
• Has a hard time starting a big assignment and focuses on the less important details first.
• Frequently gets upset about small things like running out of his favorite snack at home.
• Often thinks the teacher is being “unfair” when he’s told to do his work at home, even
though the other kids finished theirs in class.

Signs of Executive Functioning Issues in High School

• Has trouble finishing short-answer tests in the time allotted.
• Loses track of time and is often still “in the middle of something.”
• Hasn’t filled out any of the job applications that have been sitting on her desk for a
month.
• Tries to convince you to extend her curfew but can’t give any good reasons why.
• Doesn’t know when she’s overstayed her welcome at a friend’s house.
• Has trouble working in groups and complains the other kids aren’t working with her.
• Finds it hard to incorporate feedback into work or an activity.
• Tends to be impulsive and engages in risky behaviors.

Executive function skills begin to develop shortly after birth. They continue to grow with a
slight decline beginning at about 30 years of age. Humans continue to use these skills well past
85 years of age.

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Executive Function, Precorrection Strategies, and Culturally Responsive Teaching ILCCBD Conference

Concepts
• Intelligence is not well correlated with executive function.
• Aerobic exercise improves prefrontal cortex function and EF.

Skateboarding or rollerblading. Canoeing, rowing, or cross-country skiing. Biking.

Fast walking, hiking, jogging, or running. Cleaning your home or yard work.
Dancing to music. Playing tag or jumping rope. Basketball or volleyball.

• Martial arts and mindfulness training associated with EF improvement, particularly

inhibitory control.
• Montessori classrooms have only one of any
material, so children learn to wait until another
child is finished. Several Montessori activities are
essentially walking meditation.

Ways to Improve Memorization—When using

acronyms to help students memorize information, the
“crazier the phrase,” the better. http://acronym-maker.com/ If a student is non-verbal, then make
a cartoon.

Overtly teach about executive functions.

1. Introduce the concept of executive functions and refer to these learning tools explicitly
and often.
2. Provide student-centered opportunities to put executive functioning to work.
3. Be the "prefrontal cortex" for your class.
4. Catch students using executive functions effectively.
5. Clearly state classroom rules that support positive and productive learning interactions.
http://www.edutopia.org/blog/strategies-strengthening-brains-executive-functions-donna-wilson-marcus-conyers

Ways to Improve Cognitive Flexibility—To help students improve cognitive flexibility, work
with riddles and jokes to help students shift between word meanings. In math, students can ask
themselves: do I know another way to solve this problem, does this look similar to other
problems I have seen, is this problem the same or different from the one before it?
• Use game formats to practice skills
Minions Memory Mission
https://jillkuzma.files.wordpress.com/2012/12/minions-memory-mission.pdf
Suitcase Send-Off
https://jillkuzma.files.wordpress.com/2012/12/suitcase-sendoff.pdf
If, Then… Planning Bubbles
https://jillkuzma.files.wordpress.com/2012/12/if-then-planning-bubbles.pdf
• 2 videos to share with parents about EF
https://www.youtube.com/watch?v=rcwI7vl4vaA
https://www.youtube.com/watch?v=YrHD_cNJIxo

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Cultural Competence Self-Assessment Awareness Checklist (A)

This self-assessment tool is designed to explore individual cultural competence. Its purpose is to help
you consider your awareness in your interactions with others. Its goal is to assist you to recognize what
you can do to become more effective in working and living in a diverse environment.
Read each entry in the section below and place a check mark in the appropriate column.
This is simply a tool and not a test. Remember that cultural competence is a process, and that learning
occurs on a continuum and over a lifetime. You will not be asked to show anyone your answers unless
you choose to do so. While you complete this assessment, stay in touch with your emotions and remind
yourself that learning is a journey.

Awareness Never Sometimes/ Fairly Often/ Always/

Occasionally Pretty Well Very Well
Value I view human difference as positive and a
diversity cause for celebration.
Know myself I have a clear sense of my own ethnic,
cultural, and racial identity.
Share my I am aware that in order to learn more about
culture others, I need to understand and be prepared
to share my own culture.
Be aware of I am aware of my discomfort when I
areas of encounter differences in race, color, religion,
discomfort sexual orientation, language and ethnicity.
Check my I am aware of the assumptions that I hold
assumptions about people of cultures different from my
own.
Challenge I am aware of my stereotypes as they arise
my and have developed personal strategies for
stereotypes reducing the harm they cause.
Reflect on I am aware of how my cultural perspective
how my influences my judgement about what are
culture “appropriate,” “normal,” or “superior”
informs my behaviors, values, and communication styles.
judgement
Accept I accept that in cross-cultural situation, there
ambiguity can be uncertainty and that uncertainty can
make me anxious. It can also mean that I do
not respond quickly and take the time needed
to get more information.
Be curious I take any opportunity to put myself in a place
where I can learn about differences and create
relationships.
Aware of my If I am a White person working with a person
privilege if I of color, I understand that I will likely be
am White perceived as a person with power and racial
privilege, and that I may not be seen as
“unbiased” or as an ally.
Totals

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Cultural Competence Self-Assessment Awareness Checklist (B)

Reflection:

At the end of each section, add up the number of times you have checked that column. Multiply
the number of times you have checked the columns by:
Never – 1
Sometimes/Occasionally – 2
Fairly Often/Pretty Well – 3
Always/Very Well – 4
The more points you have, the more culturally competent you are becoming.

Source: Lacrosse Consortium

http://www.lacrosseconsortium.org/uploads/content_files/Awareness_self_assessment.pdf

Four Foundational Pillars of Culturally Responsive Teaching

Source: Gay, G. (2000). Culturally responsive teaching. New York: Teachers College Press.

1. Teacher attitudes and expectations

2. Cultural communication in the classroom
3. Culturally diverse content in the curriculum
4. Culturally congruent instructional strategies

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Culturally Responsive Teaching

Unsatisfactory achievement outcomes point to cultural dissonance between home
and school. We can foster more school-acceptable learning and behavior.
Do Don’t
Positive and affirming environments are Punitive and control measures are the least
essential for students who struggle at school effective ways to help students become more
(EL, disabilities, poverty, etc.). adaptive.
Proactively accept student behavior or Rhetorical questions and “fanfare and criticism”
redirect when necessary. alienate students.
Have opportunities for students to collaborate Label collaboration as “cheating.”
and share answers.
Confront own beliefs about race, language Go on assuming we have the most charitable,
and social justice. unbiased view of our students.
Provide explicit, intensive, systematic Decide that literacy instruction is only for the
instruction within the context of well- very early grades.
balanced literacy instruction.
Find ways for students to respond frequently. Call individual students and hear from the same
students repeatedly.
Employ opportunities for movement Keep students in their seats most of the school
frequently. day.
Correct errors explicitly and immediately with Correct students in front of all of the other
modeling and prompting…with kindness. students, decreasing the students’ social status.
Assess frequently with quick measures: exit Use quizzes and tests once per week or less
slips, raising hand responses, short writing often. Put the most weight on unit tests.
samples, few key comprehension questions,
few vocabulary questions, etc.
Help develop students into social groups and Students must learn to work independently;
foster frequent social interaction. require mostly that.
Use routines and explicit instruction to Expect students to know what is expected
develop socially acceptable behavior. without telling them or teaching them.
Frequently employ positive reinforcement. Typically, only comment on student behavior
when you find it unacceptable.

Amplification of Key Points

Teachers must foster in students:
• A willingness to use literacy
• A capacity to use reading and writing in every subject
• An interest in constructing meaning
• Familiarity with varied printed texts
• Comfort in the social context of school.

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Teachers must use pedagogy that:

• Communicates high expectations
• Uses active teaching methods
• Facilitates learning
• Reflects positive regard for students and their families
• Demonstrates cultural sensitivity
• Delivers curriculum in ways that make sense to students
• Provides cultural mediation for students
• Promotes student-directed conversations in the classroom
• Includes small group and cooperative learning opportunities.

References
Callins, T. (2006). Culturally responsive literacy instruction. Teaching Exceptional Children,
39(2), 62-65.
Cartledge, G., & Kourea, (2008). Culturally responsive classrooms for culturally diverse students
with and at risk for disabilities. Exceptional Children, 74(3), 351-371.

Precorrection Strategies
Physical Space

1. The 4 BEs of quality learning space

a. BE sensitive to the messages communicated to students by the classroom
environment.
b. BE able to evaluate the effectiveness of the classroom setting.
c. BE alert to times when physical arrangement may be causing learning problems.
d. BE able and WILLING to modify the environment when necessary.
2. Using wall space
a. Class rules, including visual cues for expectations
b. Daily schedule or agenda
c. Monthly or yearly calendar
d. Remove from the walls items not related to current instruction, unless there is a
connection and reminding is appropriate
3. Teacher’s desk and Assistant’s desk (if included)
a. Often best OUT of the way of high traffic
b. Keep little out on the desk to avoid “inviting” students to investigate or take items

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Some basic principles of seating and classroom arrangement:

• Distance-decay - pupils towards the back are less likely to participate and more likely to
chat.
• Rows reduce interaction.
• Students are creatures of habit and will try to sit in the same place with the same people -
asking them to move may meet with resistance!
• Some students are isolated by their peers - clever seating arrangements can help to reduce
the impact of this.
• Changes in seating patterns can have a negative physiological effect. To stimulate both
sides of the brain, children need to feel relaxed and secure.
• Consider moving students away from tables for some activities - with nothing to lean on
pupils may be more attentive and involved.
• Re-arrange seating to help manage behavior.
• Label specific areas: It may also be useful to label specific areas as “off limits” (e.g., file
cabinets or the teacher’s desk) to clarify expectations concerning student behavior.
• It must be easy to move around the room, including the movement of students who use
wheelchairs.
• Maintain access to the out-of-doors. If that cannot be arranged, use posters or other
visual representations of outdoor life (plants, flowers, bark, seeds, roots, etc.).
• Make the space warm. Include plants, fabric, and photographs.

Rules
1. Early in life behavior governed by genetics and direct consequences.
2. Rules are “contingency-specifying stimuli,” statements that include at least one of the
ABCs (antecedent, behavior, consequence).
3. Rules should be developmentally appropriate.
4. When students follow rules, there should be a high likelihood that the rule-following
behavior will be reinforced.
5. When students do not follow rules, there should be a high likelihood that students will
not be reinforced or will face negative consequences.
6. Keep class and school rules consistent.
7. Gain student commitment to follow rules.
8. Teach rules explicitly.
9. Post rules in a prominent location.
10. Monitor and review rule following.
Nonverbal communication
1. It is best to be close to students when providing instruction, providing reinforcement
for positive behavior, and correcting unwanted behavior
2. Make frequent eye contact with students
3. Face students squarely, not over the shoulder
4. Be aware of facial expression for congruence with verbal message
5. Use gestures congruent to message

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Routines are important.

1. Routines allow students to gain comfort and predictability
2. Procedures should be determined and taught
3. Routines fall into 5 clusters:
a. Students’ use of classroom and facilities
b. Students’ behavior in areas outside of the classroom
c. Whole-class activity routines
d. Small-group routines
e. Additional routines

Prompts and Cues

1. Prompts and cues take the form of gestures, signals, sounds, notes, signs, modeling or
any other physical display that increases the probability of success.
2. Guidelines for the use of prompts
a. Always use the least intrusive and most naturally occurring prompt first.
b. Teach prompts and practice with students to build fluency.
c. Be proactive with prompts and use them immediately before situations that
are predictive of student failure.
d. When using prompts as a corrective procedure, remember that these are a
form of reteaching and should not become punitive.
e. Pair prompts with naturally occurring environmental events.
f. Continue to fade prompts with student success, moving to less and less
intrusive prompts.
g. Reinforce successful performance.
3. Verbal prompts
a. Vary the tone, loudness and pitch: “pause and punch”
b. Use statements, not questions.

Precorrection Strategies
1. Classroom behaviors are learned.
2. Classroom behaviors can be taught.
3. Problem behavior is both a management AND an instructional issue.
4. Precorrection strategy features
a. Proactive
b. Manipulates antecedents
c. Focuses on appropriate behavior
d. May lead to appropriate behavior/+ T-S interactions
e. Focuses on future events
Information from Managing Disruptive Behaviors in the Schools by Martella, Nelson, & Marchand-Martella

Managing Classroom Behavior Using Positive Behavior Supports by Scott, Anderson, & Alter.

Margaret Kelly Carroll, Ed.D., Professor, Saint Xavier University, Chicago, IL 14