When Lazy Doesn t Make Sense

When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students CAIS Southern Regional Meeting Session 1-04 When Lazy Doesn’t ...
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When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students CAIS Southern Regional Meeting Session 1-04

When Lazy Doesn’t Make Sense How Executive Functioning Affects the Success of Our Brightest Children Cynthia Z Z. Hansen Hansen, M M.Ed. Ed [email protected]

© 2013 Cynthia Z. Hansen, M.Ed. Association of Educational Therapists National Convention, October 25-27, San Mateo, CA Adapted for California Association of Independent Schools, 2014 Southern Regional Meeting

Looking Beneath the Lazy Label Bright Inquisitive Resistant

With thanks to Marydee Sklar, 2012 NAGC Convention co-presenter, and the writings of Peg Dawson, Richard Guare, George McCloskey, John Medina, Marianne Denckla, James Webb, Susan Daniels, Linda Silverman, Paul Beljian

©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students CAIS Southern Regional Meeting Session 1-04

“Executive function is actually a better predictor of academic success than IQ.” John Medina, author of Brain Rules

©2012 Cindy Z. Hansen, M.Ed and Marydee Sklar.

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Patterns and Process

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Executive Functions are the

Keys to

Success

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What are Executive Functions?            

Metacognition Attending Task Initiation Sustained Attention Working Memory Organization Goal-directed Persistence Time Management Planning/Prioritization Flexibility Response Inhibition Emotional Control

©2012 Cindy Z. Hansen, M.Ed and Marydee Sklar.

©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students CAIS Southern Regional Meeting Session 1-04

Executive Functions Develop Over Time Approximate Neurological Development of Executive Functions

Growth of Mature Functioning G

Theory of Mind Cognitive Flexibility and Transitions Self Regulation Affective Decision Making Working Memory

20 ag e 24 C ru is in g Al on g ag e 52 ag e 56 ag e 60 ag e 72

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Goal Setting and Problem Solving

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Learning L i Difficulties with Strong Production Skills

Learning Difficulties And Producing Difficulties

Poor P Production Skills

Most Easily identified

©2012 Cindy Z. Hansen, M.Ed.

©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students CAIS Southern Regional Meeting Session 1-04

Cascading Production Dr. George McCloskey notes that performance declines steeply as executive function demands become greater. Conversely, as task embedded executive functions are lessened, performance shows progressive improvement.

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©2012 Cindy Z. Hansen, M.Ed

The Complexity of Executive Functions: Our “keyboard” is an intricate web of domains, intensities, learning preferences, and environmental conditions

CZ Hansen 2012 Derived from McCloskey, Dabrowski, Dawson & Guare

©2012 Cindy Z. Hansen, M.Ed

©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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Recognizing Executive Functioning Challenges

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What is really required of a child when asked to wash their hands?

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Amygdala Vs Executive Functioning

©2013 Cindy Z. Hansen, M.Ed.

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When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students

ten.jpg

http://1.bp.blogspot.com/184nC CwaftlY/UZvRYNCxdoI/AAAAAA AAAaI/H9QdwezVugU/s320/scared+kit

http://www.flicckr.com/photos /paolomargarri/1992019542/ My scared ccat / gatto by Paolo Margari

http://www.cutecatcoverage.com/2011/07/hairsstanding-up.html/16786664_mrkkdafa_c

CAIS Southern Regional Meeting Session 1-04

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Executive functions effect school performance. They may not manifest as learning disabilities, but they often result in “producing disabilities.” -Martha Denckla ©2013 Cindy Z. Hansen, M.Ed.

©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students CAIS Southern Regional Meeting Session 1-04

“I’m not smart, I’m just Gifted”

Executive Functions Develop Over Time Approximate Neurological Development of Executive Functions

Cognitive Flexibility and Transitions Self Regulation Affective Decision Making Working Memory

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Growth of Mature Functioning G

Theory of Mind

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Executive Functions Effect Learning Dyslexia, Dyscalculia            

Metacognition Attending Task Initiation Sustained Attention Working Memory Organization Goal-directed Persistence Time Management Planning/Prioritization Flexibility Response Inhibition Emotional Control

Comprehension difficulties Dyspraxia AD/HD Grapho-motor disorder Autism Spectrum /Asperger’s Nonspecific Learning Difficulties

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Executive functions are developmental.

           

Metacognition Attending Task Initiation Sustained Attention Working Memory Organization Goal-directed Persistence Time Management Planning/Prioritization Flexibility Response Inhibition Emotional Control

©2012 Cindy Z. Hansen, M.Ed

©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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Selective Consumer

U d Underachiever hi

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Processing Speed

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A Beautiful Mind

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©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students CAIS Southern Regional Meeting Session 1-04

Tips to tackle the “Lazy” label.

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Success comes from explicit, targeted instruction and support.

©2012 Cindy Z. Hansen, M.Ed.

©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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Metacognition: Understanding the Effort to Learn Self Awareness Enables Change

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What will help? Ask politely. Thank your teacher.

©2013 Cindy Z. Hansen, M.Ed.

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When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students CAIS Southern Regional Meeting Session 1-04

Differentiation

Conceptual development Visual representations

Fidget tools and tasks ©2013 Cindy Z. Hansen, M.Ed.

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Make TIME Visible

©2012 Cindy Z. Hansen, M.Ed and Marydee Sklar.

©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students CAIS Southern Regional Meeting Session 1-04

Home Support:

There are no Magic solutions

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©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students CAIS Southern Regional Meeting Session 1-04

When Lazy Doesn’t Make Sense… Resources

[email protected]

©2013 Cynthia Z. Hansen, M.Ed. Revise 2014

When Lazy Doesn’t Make Sense…Resources [email protected] Association of Educational Therapists 2013 National Convention, October 18-20, San Mateo, CA

Further Reading about Gifted and Talented Education •

Daniels, S., PhD and Piechowski, M.M., PhD. Living with Intensity, (2009) Scottsdale, AZ: Great Potential Press.



Delisle, J., PhD and Galbraith, J., MA. When gifted Kids Don’t Have All the Answers: Meeting their Social and Emotional Needs. (2002) Minneapolis, MN: Free Spirit Publishing



Webb, J.T., Gore, J. L., Amend, E.R. & DeVries, A.R. (2007) A Parent’s Guide to Gifted Children. Scottsdale, AZ: Great Potential Press.



Webb, J.T., Amend, E.R, etc. (2005) Misdiagnosis and Dual Diagnosis off Gifted Gift d Children Child and d Adults. Ad lt Scottsdale, S tt d l AZ: AZ Great G t Potential P t ti l Press. P



Winebrenner, S., Teaching Gifted Kids with Learning Difficulties in the Regular Classroom. (2006 revised edition) Minneapolis, MN: Free Spirit Press.

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©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students CAIS Southern Regional Meeting Session 1-04

When Lazy Doesn’t Make Sense…Resources [email protected] Association of Educational Therapists 2013 National Convention, October 18-20, San Mateo, CA

Further Reading about Executive Functions •

Anderson, V.A., Jacobs, P., & Anderson, P. (Eds.). (2008) Executive functions and the frontal lobes: A lifespan perspective. New York: Taylor & Francis.



Dawson, P. (2010). Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention, 2nd Edition. New York: Guilford Press.



Kulman, R. (2011) Train Your Brain for Success: A Teenager's Guide to Executive Functions Florida: Specialty Press, Inc.;



M di Medina, JJ. (2008) (2008). Brain B i R Rules: l 12 Principles P i i l for f Surviving S i i and d Thriving Th i i at Work. Home and School. Seattle: Pear Press.



Sklar, Marydee. Seeing My Time: Visual Tools for Executive Functioning Success. Instructor’s Manual & Course Notes (2010) Portland, OR. Aguanga Publishing www.ExecutiveFunctioningSuccess.com 35

When Lazy Doesn’t Make Sense…Resources [email protected] Association of Educational Therapists 2013 National Convention, October 18-20, San Mateo, CA

Web Resources • Hoagies Gifted. http://www.hoagiesgifted.org/gifted_101.htm • Neuroscience for Kids. http://faculty.washington.edu/chudler/chmemory.html • Executive Functioning Success. www.ExecutiveFunctioningSuccess.com • Social Emotional Needs of the Gifted. www.sengifted.org • Uniquely Gifted http://www.uniquelygifted.org/intro.htm 36

©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students CAIS Southern Regional Meeting Session 1-04

Definitions of Concepts Executive Function The interweaving of a person’s interpersonal, intrapersonal, symbolic and environmental worlds with the neurological management skills and awareness needed to access memories, retrieve relevant information, react to stimuli, and direct production. Executive Function affects the dynamic between cuing and active neurological functioning. Asynchronous Development Because of their intellectual, physical, or creative abilities which are far above their typical peers, a gifted child’s typical behaviors in other areas may seem immature. In addition, some areas of their lives may be delayed, such as social maturity, motor skills organization or self regulation. Discrepancies between different abilities often intensify when a student’s intellectual ability is on the extreme end of the I.Q. spectrum. When you note that the prefrontal cortex is not fully developed until the mid to late 20’s, a delay in these skills can be a barrier to achievement for our gifted children. Over-Excitabilities: Intensities Over-Excitabilities refers to “a heightened neurological state which is manifested in physical, emotional, and intellectual reactions to stimuli” (Dabrowski). Intensities and temperament are more pronounced in individuals at the far ends of the intellectual spectrum. The five areas of intensive reactivity, reactivity as defined by Dabrowski are psychomotor, psychomotor sensual, sensual intellectual intellectual, imaginational, and emotional. Process Achieves Product Students with EF challenges often have a need to understand the process of a task before they can attempt to be successful completing it. They often need to see the big picture and how it relates to the details. The process of organizing a complex task needs to be explicitly taught, and new habits and strategies become an integrated piece of that process. ©2012 Cindy Z. Hansen, M.Ed and Marydee Sklar.

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Coping Strategies Begin Demystify the processes of the brain and assist students to be self aware Help students to use their strengths to support their EF challenges. Develop and practice Self Advocacy Give students concrete tools, and strategies to amend their lifestyle. Keep it VISUAL Help them conceptualize and visualize TIME

Become a partner and coach to the child/student View the process as a creative, enriching adventure that fully involves the child. Embrace the child’s gifts and intensities and help the child understand them; Embrace patience. This is a long process, so settle in for the long haul; Understand that the child may not quickly transfer strategies from one situation to a new one. Part of growth is applying old strategies to new situations in unforeseen ways. Encourage effort over product, especially when starting.

Attention takes practice, patience and understanding When does the child learn best? What time is best for test taking, intense study and homework Develop cueing systems to remind a child to reconnect and attend, whether verbal, tactile or a special signal you devise t together; th Before giving instructions, check that you have the person’s full attention. Check that the task was heard and that the child/adult is not mindlessly repeating your words, but attending to what you are saying; Turn away or move away from distractions, such as television, books, or games, before trying to communicate; Sometimes a child needs to move to remain engaged: allow a child to use a squishy ball, “fidget” or “wiggle seat” to help keep them focused.

©2012 Cindy Z. Hansen, M.Ed and Marydee Sklar.

©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students CAIS Southern Regional Meeting Session 1-04

Coping Strategies (cont.) Time! Place analog clocks everywhere and teach the child how to use this visual reference. Keep track of time on task, time complaining, time thinking, and time procrastinating: Become aware of the true time needed for a task. Work with teachers/parents to develop a homework plan that will support the child as they work to improve their production skills (i.e. time limit for completion; fewer problems but better results, etc).

Plan it! Recognize that organization takes time. Play a game to see how many steps a task takes and then see how long it takes to accomplish it. What may seem like a simple task to you may be more complex to the child. Use a monthly calendar, along with a weekly calendar showing the “regular routine” along with special due dates and adventures (static vs. dynamic events). Before bedtime and again at breakfast, discuss tasks for the day ahead. Make a list of the day and the week and post it where the entire family sees it. How much time will each task take? Guess, and then record real times for future reference.

Sustaining attention during homework Plan breaks. Observe and note when and how long it takes before a child’s attention or frustration increases. With that knowledge, plan how long the child can work before taking a stretch break. Try 10 second stretch breaks every 5, 10, or 15 minutes as needed. Increase the length of sustained effort by 1-2 minutes each week. Plan and decide on an activity for a 10-15 minute break after 30 minutes or so of active engagement: Be sure that this break is an activity that is active, different, enjoyable, but easy to shift away from (not a computer game or other highly involved task). It might be the time to help with dinner, complete a chore, or play with the dog What awaits the child if all tasks are completed with time before bed? What will they miss out on if they don’t finish?

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Planning Details: Take note of Priorities Consider the child‘s and family’s existing routine. Which activities are optional during the course of a week or season, and may need to be dropped? Look at the monthly calendar, the tasks for the week, and then the tasks for the day and what they entail. What are static events that are the same every time? Include chores, music lessons, sports, snacks, dinner and bedtime, etc; What is dynamic and needs to be assessed for task breakdown and time estimation, such as homework and p j projects When is the child most alert and open to learning? How much time will each task take? When is bed-time; dinner time? How much time is needed to get ready for each?

Prioritize the Day’s Tasks What must be done tonight (Include chores, homework, meals and bedtime)? Which weekly assignment chunks need to be completed? What are the “break” plans for the day? What are the “rewards” for finishing the tasks with time to spare, and the consequences for running out of time? What other activities are planned?

Project Planning and Backward Hints Draw out all the directions before you begin a project. Use sticky notes to break a project into steps. Take the sticky steps and stack them backwards from end to beginning Estimate the time for each step and note it on the sticky (include transportation time!) Use a month calendar and the sticky notes to find the time to work on the project. Expect the unexpected and plan for it.

Everyone has stronger and weaker functions on a given day due to exhaustion, stress, and energy levels. Is the student consistently impaired by poor coping strategies, executive dysfunction, or inconsistent academic success?

©2012 Cindy Z. Hansen, M.Ed and Marydee Sklar.

©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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When Lazy Doesn’t Make Sense: How Executive Functioning Impacts Our Brightest Students CAIS Southern Regional Meeting Session 1-04

Comparing Giftedness with ADHD & Asperger’s Spectrum Misdiagnosis and Dual Diagnosis of Gifted Children and Adults, by James Web, Edward Amend, et.al. (2005), Great Potential Press. Pp45*, 99*

Adapted by Cindy Z. Hansen, M.Ed. 2012

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Underachievers often suffer from poor executive function skills and do not understand why they are having such difficulty in school. Selective Consumers... • exhibit performance that varies relative to the teacher and/or content • are frequently satisfied with their accomplishments • see themselves as academically able • tend to rebel • see teachers as adversaries; can be contentious • require little structure; need "breathing room" • can usually be supported with school resources • may change "overnight"

Underachievers ... • exhibit uniformly weak performance • are often perfectionistic; nothing they do is ever good enough • have a poor academic selfimage • tend to withdraw • respect or fear authority figures • need both structure and imposed limits • generally require family intervention • may change over the long term

From Delisle & Galbraith (2002)

©2013 Cynthia Z. Hansen, M.Ed. Revised 2014 [email protected]

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