LD/ADHD Initiative Executive Functions Modules

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

2. Executive Functions Session 3 Strategy Sheet SecondaryHow Do I Develop Emotional Control Skills? Definition: Emotional Control Impact: Emotional Control Loses emotional control out of embarrassment, sadness, frustration or anger Does not know how to cope when frustrated Needs built-in breaks to keep under control • Modulates emotional responses • Handles frustration or difficult tasks • Can regulate the intensity of one’s emotions to match the intensity of the event LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your home?

3. Executive Functions Session 3 Strategy Sheet SecondaryHow Do I Develop Emotional Control Skills? Environmental Supports Teaching Strategies When teaching your child to independently use coping strategies use the following outline: explain the skill, practice the skill, reinforce for practicing well, cue your child to use skill in real-life situations, reinforce your child for using the skill successfully Teach your child self-statements to promote a positive emotional response, have them verbalize a goal behavior, use visual imagery, practice skills into something they do routinely every day Build independence by having your child control their own emotions (taking a walk or giving themselves a time away from others) by practicing strategies until they are internalized Teach your child a concrete, simple metaphor for measuring anger/other feelings (“thermometer” or “Speedometer” or literature /social stories) Make sure verbal and written directions are clear and given one at a time Model “stopping” behavior or take a “time away” and verbalize strategies used to calm down and generate new ideas to help in future similar situations Talk about situations that have led to emotional outbursts in a non-threatening settings and manner. Choose a situation when your child is relaxed and therefore more receptive to discuss what happened. • Identify, reduce or eliminate triggers • Manage antecedents (situations, peers or tasks) that appear to produce emotional changes or outbursts. Some situations, peers, or tasks may need to be avoided or limited until your child experiences more success • Post clear rules and expectations for behavior and predictability/consistency • Give your child a script to follow • Remove your child from problem situation • Use visual cues • Provide external supports such as a safe place to go when upset/angry (coordinate with student services staff), as appropriate • Anticipate problem situations and prepare your child for them • Teach calming strategies and help your child learn what coping mechanisms work best for them (i.e., relaxation strategies) • Give “pep talks” to the your child before beginning a task • Use 5-point scales to help your child identify their feelings and give them coping strategies • Have adults model making positive self-statements • Provide opportunities and ways to discuss upcoming situations or events that may provoke an emotional outburst LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your home?

4. Executive Functions Session 3 Strategy Sheet SecondaryHow Do I Develop Working Memory Skills? Definition: Working Memory Impact: Working Memory Remembers only the first and last things in a series of directions Forgets what they are doing in the middle of things or has trouble remembering things, even for a few minutes Has difficulty retelling a story Confused with multi-step math problems • Holding information in mind for the purpose of completing a specific and related task LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in your home?

5. Executive Functions Session 3 Strategy Sheet SecondaryHow Do I Develop Working Memory Skills? Environmental Supports Teaching Strategy Use “warm-up” activities that trigger prior knowledge when introducing a new topic or switch topics Generate options and provide opportunities your child to choose which one works best for them Practice verbal memory skills: rehearsal (whispering directions), chunking (whittle down two-step instructions to one), or mnemonic devices (“every good boy does fine” EGBDF to remember the spaces on a music staff) Have your child remember information in their minds from previous game experiences, rehearse strategies (talk to themselves) to navigate new steps, complete multi-step actions and keep in mind sequences and goals Have your child repeat or paraphrase what they have heard or understood to check for accuracy and provide an opportunity for rehearsal Encourage and reinforce self-initiated “comprehension checking” strategies Encourage and reinforce your child to design his or her own cues and to put systems into place to use the cues: Explain the problem Have your child generate their own options Mentally rehearse the association between the cue and the working memory Devise a monitoring system i.e., did you use the cue? • Use visual memory aides: agenda books/calendars, notebooks, (to-do lists), electronic devices and apps (i-pad, phone) as appropriate/available • Provide a written checklist of steps required to complete a task • Use verbal reminders (e.g., from parent, teacher paraeducator, peer, sibling) • Use visual reminders: drawings, photographs, colorful pictures or graphic organizers for sequential tasks, word walls and posters • Encourage your child to ask for help from others • Simplify or chunk directions • Create a safe environment • Use short, simple direct instructions • Establish eye contact prior to giving essential instructions or new material • Emphasize that it is okay to ask a family member or the teacher to repeat instructions • Reduce distractions in the environment that can tax or disrupt working memory LD/ADHD Initiative Department of Special Education and Student Services, HCPSS What might this look like in yourhome?