LD/ADHD Initiative Executive Functions Modules

1. LD/ADHD Initiative Executive Functions Modules Session Two Strategy Sheets Secondary

2. Executive Functions Session 2 Strategy Sheet SecondaryHow Do I Develop Shifting and Initiation Skills? Definition: Shifting Impact: Shifting Gets stuck on a topic or tends to perseverate • Moves freely from one activity or aspect of a problem to another as the situation demands • Makes transitions and solves problems with flexibility Definition: Initiate Impact: Initiate • Beginning a taskand works independently • Is a self-starter • Trouble getting started on class work, homework or chores LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your classroom?

3. Executive Functions Session 2 Strategy Sheet Secondary How Do I Develop Shifting and Initiation Skills? Environmental Supports Teaching Strategy Cue the student (external to internal) with a “road map” to teach them how to get from a starting point to an ending point and have the student determine what cue will be used Have the student make a written plan for doing mutli-step tasks Teach wait/stop Help student develop ability to delay by planning with the student and discussing the immediate rewards and later rewards i.e. completing an assignment or studying for a test Go over rules/agenda/schedule posted in your room on a regular basis Ask students to put away materials before the next activity and/or get materials ready for the next activity Highlight and model the first step. Give examples of how to jump-start the first step Teach the student either to self-instruct (i.e., talk to him-or her self) or to perform right away the first step in the assigned task • Post classroom rules/agenda/schedule and review regularly • Alert students, in advance, to planned/upcoming schedule changes • Provide time for gathering of materials before beginning key directions or instructions • Build independence by explaining, modeling and then fading prompts (gradual release of responsibility) • Ask students to check visually posted agenda/directions • Have peer buddies help students who have shifting/initiation difficulties • Use a timer or an on-line visual stopwatch/timer, to monitor time allowed for each activity, when they move and start another activity, and tell them how long they have to complete it • Provide students with considerable lead time and support to move on to other things before they are “done” when shifting or changing activities • Provide verbal prompts when a student can not shift among algorithm steps and other elements of problem solving • Walk the student through the first portion of a task to get him or her started • Have a “how-to-begin” card or roadmap on students’ desks to help remind them how to jump start or get from a starting point to an ending point LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your classroom?

4. Executive Functions Session 2 Strategy Sheet SecondaryHow Do I Develop Planning/Organization Skills? Definition Planning/Organization Impact Planning/Organization Difficulty planning for long term assignments Difficulty organizing timelines, prioritizing, and/or getting started Frequently procrastinates Has difficulty finishing tasks before starting another • Anticipates future events or consequences • Uses goals or instructions to guide behavior in context • Develops or implements appropriate steps ahead of time to carry out a task LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your classroom?

5. Executive Functions Session 2 Strategy Sheet SecondaryHow Do I Develop Planning/Organization Skills? Environmental Supports Teaching Strategy Walk through the planning process and gradually prompt students Involve students as much as possible in the planning process once you have been providing models Ask questions to get students to prioritize (What do you need? What should you do first?) Use analogies to help illustrate a new concept, as appropriate for the student Use class generated rubrics Use preferred activities or mastered skills as a starting point Prompt prioritizing by asking your student what needs to get done first Scaffold (whatever assistance is needed to move from prior knowledge & skill to the next level of knowledge and skill) to understand concepts and tasks • Provide a plan/template for assignments • Provide planning tools (calendar, agenda book, technology) • Provide a visual (e.g. roadmap) to think about the planning required to complete a task or assignment • Create plans or task checklists for students then cue students to check off each step as completed • Model note-taking on the content you are teaching • Create templates for visual organizers and/or structured note-taking templates • Give master copies of lecture notes or have students fill in the blanks on a note-taking sheet • Provide a plan or schedule for the student to follow • Break long-term projects into clearly defined subtasks and attach a deadline to each subtask LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your classroom?

6. Executive Functions Session 2 Strategy Sheet SecondaryHow Do I Develop Organization of Materials? Definition: Organization of Materials Impact: Organization of Materials Difficultyorganizingstudy area and binders, Lack of structure in place to keep areas neat (bookcase, materials, sports equipment), Does not place belongings or equipment in proper places Frequentlymisplaces permission slips, homework, and materials • Keeps home and schoolmaterialsorganized • Organizesbedroom, backpack, and belongings LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your classroom?

7. Executive Functions Session 2 Strategy Sheet SecondaryHow Do I Develop Organization of Materials? Environmental Supports Teaching Strategies Build bridges from the familiar to the unfamiliar by discussing changes in environment or routine Model organizing your materials/desk at the same time as the students and explicitly explain how to organize Practice and model organization strategies allowing time to adjust to routine Model multiple ways of approaching organization Teach tricks and technology to help with organizational weaknesses Teach the student how to become organized by giving a lot of organizational schemes for different aspects of their lives and have them over learn those schemes by cuing, practice and reinforcement • Create a consistent, predictable environment • Establish routines and schedules • Post visual cues and highlight changes to the daily routine • Have students turn in homework to a specified location (i.e. same location in all classrooms) • Assist the students in labeling possessions • Use timers – visual, digital, and online • Use three ring binders, accordion folders, color coded folders for each subject or completed vs. not completed work • Provide additional support during transitions and when new concepts, tasks or environments are introduced • Photo books: Take a picture of whatareas in the classroom should look like when organized (i.e. bookshelf, locker, labs, music room, equipment/weight room) LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your classroom?