edward c taylor phd child and adolescent psychologist august 18, 2010
TRANSCRIPT
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Facilitating Executive Skills Development
Edward C Taylor PhDChild and Adolescent PsychologistAugust 18, 2010
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The Millennial Experience
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The Millennial Environment
Socially and Cognitively, Neither Here Nor There
High Volume of Data Presented Rapidly
Rapid Shifts in Topic or PlaceCompressed SpeechEnvironmentally Directed AwarenessDigital and Visual DataMulti-Tasking
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Environment Directed Awareness
Reacting, Not Planning or ReflectingSomeone else is making decisions
about what, where, how, how long, and how much
Control over the life experience is externalized
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What Can The Teacher D0 ?
Facilitate Development of the Executive Skills in Order to Internalize Control Over the Student’s Life Experience
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Executive Skills
Facilitate getting the job doneFacilitate our growth over time as a
consequence of our experiencesAllow us to gain greater control over
our future
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Broad Categories of Executive Skills
Self-ActivationSelf-RegulationSelf-AwarenessSelf-Determination
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Self-Activation
Lighting Up
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Self-Regulation
InitiatingModulatingGaugingFocus – SelectiveFocus- SustainingStopping-InterruptingShifting Inhibiting
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Self-Regulation
OrganizingForeseeingGeneratingAssociatingBalancingStoringRetrievingPacingTiming
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Self-Regulation
ExecutingMonitoringCorrecting
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Self-Realization
Direct cognitive processes that promote self-awareness, self-reflection, and self-analysis
Cue cognitive processes to use this self-knowledge to initiate, sustain, or alter behavior
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Self-Determination
Foresight, Long Term Planning, and Goal Generation
Direct cognitive processes to construct visions of the future and to reflect on the past in order to improve or alter behavior in the future
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Executive Skills Facts
Effectiveness is Domain Specific Sensation-Perception Emotion Cognition Action
Effectiveness is Arena of Operation Specific Intrapersonal Interpersonal Environment Symbol System
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Executive Skills Facts
Development begins in first years of life and continues through the life span
Development occurs in spurtsNatural maturational delays can
occurThere is intra-individual unevenness
in developmentThere is inter-individual unevennessThere is gender unevenness
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Can the environment influence the development of a biologically based
set of skills ?
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The Statue Test 1940 vs 2001
1940
3 year olds 0 minutes
5 year olds 3 minutes
7 year olds long time
2001
3 year olds 0 minutes
5 year olds 0 minutes
7 year olds 3 minutes
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Imaginative Play and the Executive Skills
PLAY IN FIRST HALF OF 20TH CENTURY
Unsupervised Child directed In groups Imaginative Activity focused Improvisation Symbolic toys Kids made the rules At home and at school
PLAY IN SECOND HALF OF 20TH CENTURY
Adult organized and directed
Toy or object focused Real toys with a
specific purpose or theme
Rules are given TV, video games, or
lessons Schools focus on
cognitive skills development to pass the test
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The Play Connection
Imaginative play promotes self-regulatory self-talk
Self- regulatory self-talk promotes Control over emotions Impulse resistance Planning Plan execution Execution monitoring and self-evaluation Task persistence
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Can the environment influence the development of a biologically based
set of skills ?
YES
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The Pathway
Facilitate through play and experience
ModelingDirect instructionEnvironmental engineeringProcess awarenessManage the developmental angst
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Two Step Intervention Model
Attempt to Generate Internal GrowthApply External Control When
Necessary
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Two Step Intervention Model
Attempt to Generate Internal GrowthApply External Control When
Necessary
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“The greatest sign of success for a teacher... is to be able to
say, "The children are now working as if I did not exist.”
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A Corry Story: Watch Your Language
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Never help a child with a task at which s/he feels s/he can succeed.
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Using Language to Promote Internal Control
Internalize, don’t externalize the dilemma
“You are the boss of the soup.”What is your priority ?Not deciding is decidingHow is that working for you ?
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Techniques to Promote Internal Control
Model and Use Self-Talk Encourage Self-Talk, Aloud Model and Use Self-Administered Rewards Model and Use Self-Regulation Routines Teach Self-Regulation Skills Encourage Self-Regulation Behavior Develop a Common Vocabulary for
Discussing and Signaling Need for EF State the Goals of Learning Activities Provide Feedback About Performance
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Two Step Intervention Model
Attempt to Generate Internal GrowthApply External Control When
Necessary
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The Velvet Gloved Dictator
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Strategies For Teaching Executive Skills
Classroom routinesClassroom rulesClassroom organizational systemsLearning strategy trainingClassroom process meetingsManaging developmental angstWatch your language
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Classroom Routines
Beginning the day routine Hand in homework Discuss and make plan for the day’s work Prepare materials for the day’s work
End of the day routine Homework assignments written in the planner Backpack materials check Instructions review Review plans for next day Prepare space for the next day
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Classroom Routines Development
Teach explicitlyModel consistently and overtlyPrepare to spend two monthsUse checklists at first and then fade
themUse buddy check systemPeriodically count frequency of
target behaviors to determine effectiveness
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Classroom Rules
Establish boundaries and moresTrain in the same way that routines
are taughtPost them
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Pre K and Kindergarten
Teachers are the children’s frontal lobes in many instances
Young children learn and communicate through play
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Strategies To Facilitate Executive Skills Development
Simon Says Thinking Impulse inhibition
Complex Imaginative Play Sustained for 30+ minutes Of the 1940’s style
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Strategies To Facilitate Executive Skills Development
Activities requiring planning Games with directions and goal seeking Construction activities Pattern recognition activities Cooking
Joint Storybook Reading Process the characters self-regulatory
behavior promoted modeling Mastery models not Expert models
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Elementary Years
Environmental engineeringSkills building and introduction of
tools
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Organizational Systems
Folder systemNotebook systemsA place for everything and
everything in its placeGantt charts for projectsMake consistent across classesTime management aids: clocks,
calendars, timers, and schedules
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Middle School
Pre-Copernican Thinkers
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Middle School
Pre-Copernican ThinkersZen Buddhist Naturalists
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Learning Strategy Training
Teach explicitlyDiscuss content and process
simultaneouslyPost-mortems on tests, papers, etc.
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Weekly Process Meetings
The post-mortemWhat’s working and what’s not Identify reoccurring problemsEncourage student brainstorming Individualize
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Instructional Strategies
Offer feedback and opportunities to re-work or re-study, based upon a self-assessment of what did not work
Offer multiple choices for demonstrating knowledge and skills
Offer pop quizzes as a self-assessment tool
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High School and Beyond
Take advantage of the capacity to self-observe and self-evaluate
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Facilitating Executive Skills Development In The Older Student
High school is about not having to have your mother go to college with you
Internalizing the dilemmaGiving voice to the resistanceManaging the anxietyThe student as teacher and mentor
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Child Constraints
Developmental lagDisorders that involve frontal lobe
functionThe child’s non-school environmentQuestion:
Lacking capacity ?▪ Developmental ?▪ Static ?
Possesses capacity but lacks desire ? Possesses capacity but lacks training ?
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Systemic Constraints
Emphasis on knowledge rather than problem solving
The thirty-nine week yearThe 45 minute hour
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References
iBrain, Gary Small, MD and Gigi Virgan The New Brain, Richard Restak, MD The Overflowing Brain, Torkel Klingberg, MD Executive Functioning. George
McCloskey,PhD. Learning and the Brain Conference. Boston, MA, 2007
Executive Skills in Children and Adolescents. Dawson, P. & Guare, R., Guilford Press, New York, 2004
Executive Functioning in Education. Lynn Meltzer, Ed. Guilford Press, New York, 2007