{"id":1073,"date":"2018-04-11T16:02:29","date_gmt":"2018-04-11T20:02:29","guid":{"rendered":"https:\/\/www.psychedconsult.com\/?p=1073"},"modified":"2020-03-07T08:22:26","modified_gmt":"2020-03-07T13:22:26","slug":"executive-function-skills-accommodations-for-your-child-at-school","status":"publish","type":"post","link":"https:\/\/www.psychedconsult.com\/executive-function-skills-accommodations-for-your-child-at-school\/","title":{"rendered":"Executive Function Skills;\u00a0 Accommodations For Your Child At School"},"content":{"rendered":"
\n
\n

Executive Function Skills \u00a0Accommodations For Your Child At School<\/strong><\/p>\n<\/div>\n<\/div>\n

\n

Is it possible for a student to have a high IQ and still fail school classes? The answer, sadly, is yes. You may have a student who is able to learn and retain new concepts and apply them, but maintaining school materials, remembering to write down homework assignments and turn them in, managing time, prioritizing assignments are all skills known as\u00a0executive functioning skills<\/strong>\u00a0that our kids are not born with, nor are these specific skills taught specifically to our children.<\/p>\n

According to\u00a0Dr. Russell Barkley,<\/strong>\u00a0an ADHD guru, executive function (or EF) refers to the cognitive or mental abilities that people need to actively pursue goals. In other words, it\u2019s about how we behave toward our future goals and what mental abilities we need to accomplish them.<\/p>\n

EF is made up of\u00a0seven skills:<\/em>
\n1. Self-awareness
\n2. Inhibition
\n3. Non-Verbal Working Memory
\n4. Verbal Working Memory
\n5. Emotional Self-Regulation
\n6. Self-motivation
\n7. Planning and Problem Solving<\/p>\n

When a student has a deficit in one or more of the EFs, they may experience some difficulty in school with planning, organizing, motivation and problem-solving.<\/p>\n

So how do we help our children at school? If you have a child diagnosed with ADHD, you may be eligible for a 504 Accommodation Plan or Individualized Education Plan (IEP) if you child requires a special education program and other services.<\/p>\n

If your child doesn\u2019t have a 504 Accommodation Plan, reach out to your child\u2019s Guidance Counselor and request one along with a diagnosis provided by your Pediatrician, Neurologist or Psychologist.\u00a0 If you feel that your child requires an IEP, prepare a written request for a CST meeting for your child.<\/p>\n

If your child already has a 504 Accommodation Plan or IEP, you may want to consider adding any or all of the following accommodations to help build and maintain your child\u2019s EF skills on a daily basis:<\/p>\n

 <\/p>\n

    \n
  • Teach students the importance of \u201cfuture thinking\u201d. Help students envision having a start, mid and endpoint to a task. Having a well-defined target helps to focus students\u2019 efforts. Some questions to consider, for example:\u00a0What do I need to start? How will I start? Where will I start?\u00a0 How long will each step take? How much time should I work on the assignment each night? What will it look like when it\u2019s completed? How will I feel when I complete the assignment?<\/em><\/span><\/li>\n<\/ul>\n

    \u00a0<\/span><\/p>\n

      \n
    • Use a calendar or daily assignment pad\/planner to help students schedule and pace the tasks that lead to completion of the assignment.<\/span><\/li>\n<\/ul>\n

      \u00a0<\/span><\/p>\n

        \n
      • Provide multi-sensory instruction and methods of assessing what the student has learned<\/span><\/li>\n<\/ul>\n

        \u00a0<\/span><\/p>\n

          \n
        • Practice estimating how long a task might take to complete. Compare the actual length of the activity and the estimation.<\/span><\/li>\n<\/ul>\n

          \u00a0<\/span><\/p>\n

            \n
          • Break down assignments into smaller steps<\/span><\/li>\n<\/ul>\n

            \u00a0<\/span><\/p>\n

              \n
            • Break down long term assignments into smaller assignments with short-term deadlines<\/span><\/li>\n<\/ul>\n

              \u00a0<\/span><\/p>\n

                \n
              • Provide daily repetition, rehearsal, and review to move information from working to long-term memory. 10-20 minutes daily.<\/span><\/li>\n<\/ul>\n

                \u00a0<\/span><\/p>\n

                  \n
                • Help students develop checklists for daily routines, homework completion and turning in assignments on time.<\/span><\/li>\n<\/ul>\n

                   <\/p>\n

                  Next time you encounter a student that turns in all their assignments late or can\u2019t seem to get to class on time, they could have lagging executive function skills. Remember, our children don\u2019t wake up with the intent to forget to hand in their homework, or leave their books at school.\u00a0 Dr. Ross W. Greene says, \u201cThey would if they could.\u201d<\/em><\/strong><\/p>\n

                  When our children haven\u2019t yet developed their EF skills, it doesn\u2019t make sense to be punitive. Instead, when a child is struggling with a particular EF skill, help them build it up instead of breaking them down.<\/p>\n

                  <\/ins><\/ins><\/ins>For more information on EF, you can look up Dr. Thomas Brown or Dr. Russell Barkley, both gurus on executive functioning.<\/span><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

                  Executive Function Skills \u00a0Accommodations For Your Child At School Is it possible for a student to have a high IQ and still fail school classes? The answer, sadly, is yes. 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