RTI
Toowm92
EFWorkbook1.pdf
! ! !!!!!!
THE
Strengthening Executive Function WORKBOOK
for Planning, Time Management, and Emotional Regulation
! !
Anne-Marie Morey, M.A. Board Certified Educational Therapist
! www.BayTreeBlog.com
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Table Of Contents !!!!!! !
Introduction……..………………………………………….…….……3
1. Homework: Creating A Daily Plan……………..…………..…4
2. Emotions: Finding Solutions ……………………………..…..6
3. Tests: Planning For Success………………….………………8
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! 2
Introduction ! Dear Colleague,
I hope you enjoy using these materials and find them effective in supporting your students.
To better understand what executive function is, and to learn some of the best practices for supporting students with executive function impairments, please refer to the first episode of my podcast, The Exceptional Educator. In this episode, I interview master teacher and educational therapist, Pamm Scribner, about:
• the difference between executive function and ADHD • what a successful executive function intervention looks like, and • when medication or alternative therapies can be helpful.
You may also want to explore the ADHD and EF Pinterest board I’ve created, which includes terrific resources for supporting students with weaker executive function.
This workbook includes three activities to support children’s development of stronger executive function:
Activity 1 - Homework: Creating A Daily Plan
Activity 2 - Emotions: Finding Solutions
Activity 3 - Tests: Planning For Success
If you find these materials helpful, please come back to BayTreeBlog.com for more. You can stay tuned by subscribing to receive email updates when new articles and materials are published, and following me on Facebook or Twitter.
Warmly,
! ! !
! 3
Homework: Creating A Daily Plan ! 1. How to motivate the student. Ask your student why creating a homework plan will help them. How will completing their homework help them achieve goals that are personally relevant? ! 2. How to use the planner.
a. Write down all assignments. b. Make sure the student has all of the materials. c. Make time estimates for each task. Once the task is done, compare the actual time to the estimated time. !
3. What else can the instructor do? a. Some students will prefer dictating the plan to the instructor. b. Cue the student to begin filling out the planner. c. Praise the student with specific, immediate feedback: “Nice job transitioning from one assignment to another!” d. Sit with the student, as necessary. e. Remind the students to take breaks, as necessary. !
HERE’S AN EXAMPLE: !
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Assignment Materials Estimated Time Actual Time Done?
1 Multiplication worksheet
Worksheet Crayons
Pencil
10 minutes 7 minutes X
2 Reading for class
“Smile" 15 minutes 10 minutes X
3 Spelling homework
Worksheet Pencil
Personal dictionary
10 minutes 10 minutes X
! 4
Homework: Creating A Daily Plan !!
Homework Planner
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Assignment Materials Estimated Time Actual Time Done?
1
2
3
4
5
6
! 5
I didn’t eat the homework!
Emotions: Finding Solutions ! How can I help help frustrated or angry students? Sometimes students will come to a session angry, sad, or frustrated. This strategy works best for students with whom you’ve already developed rapport.
If the student is extremely upset, bypass this strategy. I recommend using the approach outlined in The Whole Brain Child by Daniel Siegel and Tina Bryson.
Create a solutions web to help the student identify the problem and several possible solutions:
a. Place the problem in the center of the web. Some student will prefer dictating the plan to the instructor.
b. See if you can coach the student to be specific and descriptive. For example, “My swimming coach told me to swim faster, even though I was swimming as fast as I could,” instead of, “My swim coach is mean to me.”
c. Work with the student to identify options to solve or manage the problem. Brainstorm widely.
d. Chose the option that seems the most effective.
HERE’S AN EXAMPLE: ! ! ! ! ! ! ! ! ! ! ! ! !
! 6
Problem: My swim coach yelled at me in
front of the class. Compliment the coach
when he says something nice to me.
Ask to go to another camp next
year.
Talk to the coach before class.
Refuse to get in the
pool.
Remind myself that I’m doing my best.
Ask to change to another coach.
Quit camp.
Emotions: Finding Solutions !
! Solutions Web
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! 7
Tests: Planning For Success ! ! 1. How to help students prepare for a test. Many students have grand ambitions for acing tests, and yet, they don’t know how to plan, initiate studying, or monitor their progress to earn the grades they want. ! Many of these kids need explicit instruction in how to study. Their perfunctory studying keeps them from performing as well as they’d like. They lose confidence. And worst of all, they stop trying. ! 2. Teach the skill necessary to prepare for an exam. Fill in any gaps in their knowledge of effective study skills.
a. Help the student set an attainable goal. Research has shown student goal setting increases motivation.
b. Teach your student how to use each of the strategies below. c. Help the student identify which strategies work best for them. !
3. Fill out the Tracking Chart with the student a. Help the student create a study plan. b. Many students will also need an adult or external cue (alarm, e-mail, text
message) to start studying. Ask the student how they’ll remember to start studying.
c. Fill out the Tracking Chart with the student. ! 4. After the test is completed: Help the student analyze what worked well and whether or not there are aspects of their study preparation they can improve upon for next time. !
! 8
Tests: Planning For Success ! !
Backwards Planning for Study Strategies Goal Se(ng and Evalua/on
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My performance goal for the test: ! What I actually earned on the test: !
! Menu of Study Strategies Here are eight of the best ways to study. Choose which strategies you’ll use. ! ____ 1. Take prac/ce test
____ 2. Outline text
____ 3. Use study guide
____ 4. Make diagrams
____ 5. Create a “cheat sheet”
____ 6. Study flash cards
____ 7. Quiz myself
____ 8. Have someone quiz me ! ! Post-‐Test EvaluaAon How did your studying pay off? Answer the following ques=ons with your instructor:
1. What strategies worked the best?
2. Did you use any strategies that weren’t helpful?
3. Did you spend enough /me studying? (circle one)
Yes No
What will you do similarly or differently next /me you study for a test? ! !
! 9
Tests: Planning For Success ! !
Backwards Planning for Study Strategies Tracking Chart
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! 10
Day of week:! Tuesday
Day of week: Day of week: Day of week: Day of week: Day of week:
Date:! 3/14/2014
Date:! Date:! Date:! Date:! Date:!
What study strategies will I
use today?!! 1. Outline text!
2. Use study guide
3. Quiz myself!
What study strategies will I
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How long will each strategy
take?!! 1. 30 minutes! 2. 15 minutes 3. 10 minutes
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How long did each strategy actually take?!!
1. 40 minutes! 2. 10 minutes 3. 10 minutes
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