Full Course Description
Improve Executive Functions: Evidence-Based Strategies to Change Behavior
Executive Functions (EF) Overview
Develop an Intervention Plan: Assessment of EF Strengths and Weaknesses
- The neuropsychology of Executive Functions
- Levels, domains of functioning, arenas of involvement
- A closer look at the self-regulation level
- 7 clusters encompassing 33 functions
- EF development over time
- EFs, DSM-5® diagnoses, educational classifications
Strategies for EF Development and EF Difficulties
- A multidimensional model to guide assessment
- Norm referenced tests, rating scales and diagnostic interviewing
- Assessing the impact of EF difficulties on academic learning and production
- Learning difficulties versus producing difficulties
- EF-driven Functional Behavior Assessment
Evidence-based Programs and Resources to Foster Growth
- Create an environment for positive change
- Develop and use growth mindsets
- The EF intervention continuum
- Orienting strategies that focus on goals and outcomes
- External strategies for modifying behavior: Cueing, prompting and thinking aloud
- Bridging strategies from externally controlled to internally self-regulated
- Internally self-regulated strategies: Strengthen independent functioning
Limitations of the Research and Potential Risks
- Develop EFs in pre-school and kindergarten
- Problem-solving models and programs
- Cognitive strategy instruction and cognitive behavior therapy
- Technology-based approaches
- Mindfulness techniques and EF growth
- Analyze a comprehensive neuropsychological model of executive functions as it relates to clinical treatment.
- Communicate how executive function difficulties are manifested in individuals diagnosed with various psychological disorders and/or enrolled in special education programs as it pertains to assessment and treatment planning.
- Apply effective assessment techniques based on a multidimensional framework to determine executive function strengths and weaknesses and to target specific intervention needs.
- Recommend strategies that are appropriate for fostering executive function development and/or for intervening when executive function difficulties are identified.
- Implement strategies that bridge the gap between “external control” and “internal self-regulation”.
- Integrate how mindfulness, CBT and other evidence-based programs that foster executive function development and/or remediate difficulties.
Executive Function in the Classroom: 30 Cognitive-Motor Activities to Improve Attention, Memory & Self-Regulation
WHAT YOU NEED TO KNOW ABOUT MOVEMENT AND COGNITION
- Explore new neuroscience + kinesiology + education research
- Teach children how the brain is built - manage their 3-part brains
- Define & teach executive functions to children
- Embodied cognition - learning is a whole-body experience
- Bring daily physical activity into the classroom
CURRENT RESEARCH ON THE ROLE OF MOVEMENT IN LEARNING
- Physical activity improves health and academic achievement
- Types of exercise that improve executive function
- How to Implement a movement schedule
- Using collaboration and student creativity to improve behavior
ACTIVITIES, TOOLS AND STRATEGIES
Alerting, Attending and Energizing
- March Match
- Find The Pulse
- Clap & Tap
- I’m a Star
- Over the Line in 4/4 time
- The Little Jane Fonda
- Wave Jump
- Switch Tasks
- Clap, Snap, Tap
- Rhythm and Rhyme
- Body Percussion
- Pretend Drums
- The difference between self-regulation and self-control
- Task demands and perceived stress
- Stressor identification & arousal states
- Slowing down for better cognitive control keeping the marshmallow in the middle
- Entrainment and Synchrony
- Entrain me (Walk & Bounce with me)
- Co-Regulation - Swing, sway, sing
- Meditation and Mindfulness
- The Music Carpet Ride
- Middle C OHM
- Head, Shoulders, Hips & Knees
- Tai Chi
- Pretend Balance Beam
- Yogivate in ACTIVATE
- Rhythm Ball
- 3,5,7,9 For Calming in Time
- Mirroring with Big Ben
- The BIG 3 - attention, working memory & self-control
- Having a Ball!
- The Secret is The Sequence
- The Parts of the Task Game
- Cognitive Conversations
- The THINK Cards
- My Attention Engine
- Play Math
- Anxiety, agitation and hopefulness
- What to say, think and do when children are escalating
- The power of self-talk
- Who’s Jelly Beans Am I Holding?
- The Purpose Circle
- What’s In It For Me?
- Anger and Perceived Loss
- Anger Mountain
- My Anger Manager
- I’ll Give This 10
- Implement research-based activities educators, teachers and school psychologists can use to improve thinking, self-regulation and behavior.
- Characterize the relationship between cognition and motor movement.
- Practice bringing physical activity back to the classroom with neurocognitive activities.
- Demonstrate how students calm their defensive brains leading to better concentration, improved attention and competent social-emotional skills.
- Evaluate the integration of computer-based cognitive skills training and motor movement activities
- Choose how to enhance collaboration and cooperation in your classroom by teaching children applied neuroscience research.
Executive Function Disorder in Children and Adolescents: Practical Strategies to Improve Metacognitive and Self-Regulation Skills
- Neuroanatomy of the brain
- Mirror neurons
- Sensory issues vs. behavior issues
- Address communication breakdowns before they become social skills deficits resulting in behavior difficulties
Unlock Challenging Behavior in:
- Autism Spectrum Disorder
- Attention Deficit disorders
- Anxiety disorders
- Attachment disorders
- Obsessive compulsive disorders
- Mood disturbances
- Behavior disorders
- Learning disabilities
- Methods to chart appropriate/inappropriate behaviors
- Activities to review situations, options, consequences, choices, strategies, simulation when calm
- Facilitate systematic feedback
- Identify emotions, level of emotions and suggestions for self-regulation
- Methods that provide structure, predictability and routines
- Systems to provide expectations
- Neutral visual ques
- Tips to break down workloads and schedules
Integrate Metacognitive and Self-Regulation Strategies
- Visual ques to alert of change, surprises and transitions
- Generate new and novel language for persons under stress but have extensive rote memories
- Video modeling scenarios for persons who have social malfunctions
- Ways to use high interest areas to motivate and problem-solve
- Prompts for acceptable behaviors/social skills
- Social narratives for expected behaviors and what they look like
Hands-On Activities and Video Demonstration of:
- Power cards
- Keychain rules
- Backward Planning
- Using a launch pad for materials
- Simulation of over-arousal and over-stimulation
- Determine when to use strategies, such as breathe cards or keychain rules, to support children’s self-management in regulating behavior, focus and energy.
- Implement specific intervention strategies to improve recall, organization and planning, and self-management skills in children with Executive Functioning (EF) deficits.
- Utilize video modeling as an intervention strategy to target social-communication skills deficits and subsequent behavior difficulties in children with EF deficits.
- Integrate visual strategies to support the way children and adolescents receive information and retain it in long-term memory.
- Integrate metacognitive strategies to provide structure, predictability and routines to improve children’s level of functioning.
- Utilize self-regulation strategies to help children identify their emotions and level of emotions and to improve their level of functioning.