executive function

[Anonymous]

My daughter has difficulty with executive functioning. Does anyone have any strategies to suggest to help her with this--or therapists who might work on these types of issues?
thank you!

[Anonymous]

Our son is working on executive functioning with Katie Gibbons at Diane Lewis' Children's Innovative Therapy Group. We love Katie, and our son seems to be making some progress.

HTH.

[Anonymous]

Executive functioning is another term for problems with motor planning or sequencing. If the pie were sensory regulatory disorder, executive functioning issues are one piece of that pie. Oftentimes executive functioning is not a standalone problem, it occurs in conjunctionwith other issues. We saw Jake at DIR Support Services in Bethesda. He's a former educator/teacher and has a background in child development. One initial session there might run you about $125 or so but it's worth it.

[Anonymous]

Executive functioning is much more than motor planning or sequencing. If fact, it encompasses so much that it's hard to recommend approaches or service providers without additional detail. Our DS has ADHD with executive functioning deficits and problems getting information into his working memory. How do executive functioning deficits impact your DC?

[Anonymous]

Anonymous wrote:Our son is working on executive functioning with Katie Gibbons at Diane Lewis' Children's Innovative Therapy Group. We love Katie, and our son seems to be making some progress.

HTH.

I'm this poster. I should add that of course our son is working with Katie on executive functioning as part of a broader holistic therapeutic approach.

[Anonymous]

I am the initial poster. Thank you for your responses. My daughter's executive functionings is most apparent because in many (most) situations she cannot demonstrate what she knows. Her brain is able to hold a lot of information, but she has difficulty with output in a setting that is not what is familiar. For example, if directly questioned, she could name all of the continents or planets, but if this were part of a more complex task, she might get confused and shut down or give up. When situations require that she does not think of things in a straightforward way--or a way that she is used to doing--she will have a lot of difficulty completing the task or will not want to try it.

thanks for any and all advice.

[Anonymous]

I'm 8:56. I forgot to ask how old your DD is but we have some similiar issues and it's been hard. You probably already know executive functioning is done in the frontal lobes of the brain and that area develops more slowly than other parts of the brain. In our case with the ADHD, the maturation is even more slow than that of normal kids. One of the first things we've had to do is adjust to the fact that our DS truly has a developmental delay and that we need to revise our expectations of him. We're not expecting less of him but we need to remember that he's doing the best he can and that we need to build structures/routines and develop strategies to help him. The biggest thing we've tried to focus on is keeping DS from getting overwhelmed (or confused) to the point where he shuts down. We use the Alert Program (www.alert.com or How Does Your Engine Run) to help him better understand how he's "running" and what he can do to change his engine speed. When he starts getting overwhelmed/flooded, there are several things he can do to regain control of his engine. Without that control, everything else is pointless.

We also encourage him to repeat directions. Saying them aloud helps him remember as does repetition, repetition, repetition. Does your DD have problems with organization and getting started on tasks? We have an area set aside for homework, we have pictures (visuals) on his desk of what he needs in order to begin his homework ((pencil case, books, paper, etc.). After he takes out his homework, he gets everything out he needs before we allow him to begin his homework. Sometimes he requries a lot of coaching to get everything he needs but, again, the repetition helps. We also got him into the habit of putting things away when he's finished. If he completes math, it goes in the folder before he can begin his reading. We also work to break things into manageable pieces. If he's got 5 things to do for homework and it's due in a week, we chose one thing a night to do.

The hardest thing so far is getting him to see connections. That's taken a lot of work. For example, in first grade, we read the The Quiet Cricket and Are You My Mother? and talked about what was the same about the books and what was different. Anytime we see connections between two things, we try and point that out to him. We actually have gotten a reading tutor for him to help with that. It's one thing to read and understand the words, it's another thing to infer what's not written. You have to be able to infer in order to have robust comprehension and make the connections.

Does your DD have an IEP or a 504? We have an IEP which allows DS to have shortened homework assignments and extra time for tests. We also meet with all his teachers to make sure they understand the IEP and to better understand how he learns. He needs clear and concise directions, prompts, etc. That's made a big difference.

I know it's not much but I hope that helps.

[Anonymous]

Anonymous wrote:I'm 8:56. I forgot to ask how old your DD is but we have some similiar issues and it's been hard. You probably already know executive functioning is done in the frontal lobes of the brain and that area develops more slowly than other parts of the brain. In our case with the ADHD, the maturation is even more slow than that of normal kids. One of the first things we've had to do is adjust to the fact that our DS truly has a developmental delay and that we need to revise our expectations of him. We're not expecting less of him but we need to remember that he's doing the best he can and that we need to build structures/routines and develop strategies to help him. The biggest thing we've tried to focus on is keeping DS from getting overwhelmed (or confused) to the point where he shuts down. We use the Alert Program (www.alert.com or How Does Your Engine Run) to help him better understand how he's "running" and what he can do to change his engine speed. When he starts getting overwhelmed/flooded, there are several things he can do to regain control of his engine. Without that control, everything else is pointless.

We also encourage him to repeat directions. Saying them aloud helps him remember as does repetition, repetition, repetition. Does your DD have problems with organization and getting started on tasks? We have an area set aside for homework, we have pictures (visuals) on his desk of what he needs in order to begin his homework ((pencil case, books, paper, etc.). After he takes out his homework, he gets everything out he needs before we allow him to begin his homework. Sometimes he requries a lot of coaching to get everything he needs but, again, the repetition helps. We also got him into the habit of putting things away when he's finished. If he completes math, it goes in the folder before he can begin his reading. We also work to break things into manageable pieces. If he's got 5 things to do for homework and it's due in a week, we chose one thing a night to do.

The hardest thing so far is getting him to see connections. That's taken a lot of work. For example, in first grade, we read the The Quiet Cricket and Are You My Mother? and talked about what was the same about the books and what was different. Anytime we see connections between two things, we try and point that out to him. We actually have gotten a reading tutor for him to help with that. It's one thing to read and understand the words, it's another thing to infer what's not written. You have to be able to infer in order to have robust comprehension and make the connections.

Does your DD have an IEP or a 504? We have an IEP which allows DS to have shortened homework assignments and extra time for tests. We also meet with all his teachers to make sure they understand the IEP and to better understand how he learns. He needs clear and concise directions, prompts, etc. That's made a big difference.

I know it's not much but I hope that helps.

Not the OP but 22:34 here, and i really appreciate this posting. Our son is younger than yours, and it's helpful to know what to expect and to begin to understand soem strategies. I like the repetition of directions idea. Thanks very much for taking the time to post this.

[Anonymous]

Newsweek magazine has had a number of articles about children and executive functioning. You can find them on their website. As I recall, there were some resources listed-- experts and programs cited in the articles that you can google and read more about. Especially info on ways to play that are really helpful in developing EF. (i.e. imaginative play/make believe is really critical because of the planning and sequencing it requires.) I found a lot of helpful info this way.

[Anonymous]

I am the original poster--thank you so much for all of your responses!

[Anonymous]

I know that the McLean School in Potomac works on this as part of their curriculum. They may be able to refer you to therapists in the area that they have found helpful for their students.

[Anonymous]

OP here is an article on Executive Functioning. As you can see, many of the

IDEA 2004ContributorsFirst PersonNewslettersCalendarEn españolForumsHow to AdvertiseAbout UsExecutive Function Fact Sheet
By: National Center for Learning Disabilities (2005)

What is Executive Function?
"Executive Function" is a term used to describe a set of mental processes that helps us connect past experience with present action. We use executive function when we perform such activities as planning, organizing, strategizing and paying attention to and remembering details.

People with executive function problems have difficulty with planning, organizing and managing time and space. They also show weakness with "working memory" (or "seeing in your mind's eye"), which is an important tool in guiding one's actions.

As with other manifestations of LD, disorders in executive function can run in families. Problems can be seen at any age but tend to be increasingly apparent as children move through the early elementary grades; the demands of completing schoolwork independently can often trigger signs that there are difficulties in this area.

How does Executive Function affect learning?
In school, at home or in the workplace, we're called on all day, every day, to self-regulate behavior. Normally, features of executive function are seen in our ability to:

make plans
keep track of time
keep track of more than one thing at once
meaningfully include past knowledge in discussions
engage in group dynamics
evaluate ideas
reflect on our work
change our minds and make mid-course and corrections while thinking, reading and writing
finish work on time
ask for help
wait to speak until we're called on
seek more information when we need it.
These skills allow us to finish our work on time, ask for help when needed, wait to speak until we're called on and seek more information.

Problems with executive function may be manifested when a person:

has difficulty planning a project
has trouble comprehending how much time a project will take to complete
struggles to tell a story (verbally or in writing); has trouble communicating details in an organized, sequential manner
has difficulty with the mental strategies involved in memorization and retrieving information from memory
has trouble initiating activities or tasks, or generating ideas independently
has difficulty retaining information while doing something with it; e.g., remembering a phone number while dialing.
How are problems with Executive Function identified?
There is no single test or even battery of tests that identifies all of the different features of executive function. Educators, psychologists, speech-language pathologists and others have used measures including the Wisconsin Card Sorting Test (Berg, 1948), the Category Test (Reitan, 1979), the Trail Making Test (Reitan, 1979), and the Progressive Figures and Color Form Tests (Reitan & Wolfson, 1985) to name a few.

Careful observation and trial-teaching are invaluable in identifying, and better understanding, weaknesses in this area.
What are some strategies to help?
There are many effective strategies one can use in when faced with the challenge of problems with executive function. Here are some methods to try:

General strategies
Take step-by-step approaches to work; rely on visual organizational aids.
Use tools like time organizers, computers or watches with alarms.
Prepare visual schedules and review them several times a day.
Ask for written directions with oral instructions whenever possible.
Plan and structure transition times and shifts in activities.
Managing time
Create checklists and "to do" lists, estimating how long tasks will take.
Break long assignments into chunks and assign time frames for completing each chunk.
Use visual calendars to keep track of long term assignments, due dates, chores, and activities.
Use management software such as the Franklin Day Planner, Palm Pilot, or Lotus Organizer.
Be sure to write the due date on top of each assignment.
Managing space and materials
Organize work space.
Minimize clutter.
Consider having separate work areas with complete sets of supplies for different activities.
Schedule a weekly time to clean and organize the work space.
Managing work
Make a checklist for getting through assignments. For example, a student's checklist could include such items as: get out pencil and paper; put name on paper; put due date on paper; read directions; etc.
Meet with a teacher or supervisor on a regular basis to review work; troubleshoot problems.
The bottom line
The brain continues to mature and develop connections well into adulthood, and a person's executive function abilities are shaped by both physical changes in the brain and by life experiences, in the classroom and in the world at large. Early attention to developing efficient skills in this area can be very helpful, and as a rule, direct instruction, frequent reassurance and explicit feedback are strongly recommended.
Copyright 2008 by the National Center for Learning Disabilities, Inc. All rights reserved.
Related Topics: LD Topics > Behavior & Social Skills
LD Topics > Teaching & Instruction


Sponsored Links
About these ads
Consumer Tips


Order now >>
See more products >>

©2008 WETA. All Rights Reserved. | Privacy Policy | Terms & Conditions | Site Index | Home

About LD OnLine | Contact Us | LD Basics | ADHD Basics | Questions + Answers | Glossary | LD Topics
For Educators | For Parents | For Kids | Expert Advice | LD Resources | Yellow Pages | LearningStore
IDEA 2004 | Contributors | First Person | Newsletters | Calendar | En Español | Forums | How to Advertise

LD OnLine works in association with the National Joint Committee on Learning Disabilities.

LD OnLine is an educational service of public television station WETA in Washington, D.C.

Visit WETA's educational web sites:

LD OnLine® is a registered trademark of WETA.

[Anonymous]

We found that giving our daughter omegas (2 tsp of Nordic Naturals Complete, which is concentrated) really seemed to help her sequencing and planning. Also, kids who have EF issues tend to get more tired and need more breaks and LOTS of sleep.

[Anonymous]

just found this, haven't delved too deeply into the links but might be of use:

http://www.explosivekids.org/dcforum/DCForumID2/178.html