Books - Executive Function "Dysfunction" - Strategies for educators and parents

Another book in my holiday reading list, another one from the Dunedin University Bookshop. This book by Rebecca A. Moyes gives a good insight into executive function, what it is, some strategies to help educators and parents, and she uses real examples to explain difficulties that can arise when it is dysfunctional. Executive function is about the neuropsychological processes that impact self regulation. We see it often in students who have a lack of time management skills, lack of attention, or behavioural difficulties. These are my notes, with a few more links to go deeper into topics.

Behavioural Inhibition

This is where students don't seem to be aware of social laws that govern behaviour. Examples could be of inappropriate conversations, or sharing of information. Extreme examples are those with Tourette's Syndrome who are not able to control voicing out loud what they are  thinking. Those with Alzheimers can also make inappropriate comments due to deterioration of executive function. It's important to work out if behaviour at school is because of noncompliance or if it is because they are not competent in this area. If it's about competency, then they need to be taught self management skills rather than be disciplined. This book gives lots of examples of what this can look like and offers lesson plans for teaching students to refrain from using negative words and perseverative talk (always on a certain topic eg trains).

Those with a large executive function deficit appear to be ones that struggle with change in routine, Children with ASD often struggle and can use visual supports for transitions to help with this. Some children also experience 'rule-governed' behaviour, perseverating on the rules (a lesson plan to help this is included). Sometimes what could be seen to be extreme inflexibility and stubbornness could be a sign of executive function disorder. The Stroop test (words saying colours in different colours) can be highly effective in identifying deficits, as can the Wisconsin Card Sorting test.

Theory of Mind

This is the ability to understand other's beliefs and how they are different to yourself. It's being able to understand how someone else feels and why. This chapter includes a lesson plan to help teach theory of mind through emotions pictures.

Working Memory

4 types of memory are described:

Sensory memory - brief, lasts a few seconds - eg my lips are dry, I need a drink

Immediate memory - 30 sec to a few minutes - eg instruction at school to use T for true and F for false - need immediate memory to recall this.

Rehearsal memory - up to 4 hours - eg repeating statements or actions so you can access it later

Long short term memory - 1 hour to 2 days - Can increase this by the use of mnemonics eg EGBDF for note naming. This is a step into long term memory.

Students forget 90% of what is earned in class within 30 days and most of it within the first few hours of a class. To improve memory recall you need to repeat important things less than 30 seconds after you say them, again within the hour, then review over time. To help support this you can use songs, chants, visual and tactile experiences. This chapter gives a good list of how to help support students with working memory deficits.

Organisational skills, time management, planning, and decision making

Most of this is self explanatory, talking a lot about graphic organisers. I have seen this Freeology site before but it is mentioned here as well and reminded me of it, so many great free resources. One comment really resonated with me:

"Educators must adapt work so that it is appropriate for the students. Otherwise, problem behaviours and anxiety levels will most likely escalate."

Initiation and Motivation

Sometimes what can seem like a lack of motivation is a lack of the ability to initiate which is part of executive function deficit. Students may need reinforcers or a list of steps. Motivation is also an executive function but it's about being able to actually do the task. There is a discussion about intrinsic and extrinsic motivation including some needing rewards or reinforcers to get work done. Many think it isn't fair that some get rewards and some don't, but some children need these to succeed, it's about what the reward is, and for come it could be a perseveration as a reward.

Self talk and emotional supports

This chapter unpacks stress and the effect it has as well as about having good coping mechanisms. There is a stress detective worksheet to identify what activities cause stress and a stress meter to help identify levels of stress. A useful chapter with lots of ideas and worksheets.

Attention

This chapter unpacks a lot about how there are different types of attention issues. Many are unpacked more on this Misunderstood Minds website which is one theory about how we pay attention. This  chapter gives some good strategies on how to help improve attention, including food and water, reinforcers and technology.

I did enjoy this book. It has a lot of examples and good practical ideas. It is reasonably short which helps when you are reading heaps and I found it easy to read. On the way through, doing more research, I found this great site called Understood - lots of info on here about all sorts of things, I'll spend some time having a look through. Meanwhile, for now, I'll finish my blog with the same anonymous quote that she uses in the book:

"If they can't learn the way we teach, maybe we should teach the way they learn."