Executive Functioning & Practical Application
Presented by: Lauren Grams
Table of contents
All About your Presenter
Gradual Release Models
Avoidance
Introduction
Visual Schedules
Make your own schedules for you and your child!
Chores, HW, and home needs
HW, Chores, etc–combat avoidance!
Welcome!
My name is Lauren Grams and I am the 8th grade Language Based Special Education Teacher at Galvin Middle School. I completed my Master’s in Advanced Studies in Special Education from Salem State with my thesis on Positive Reinforcement and Task Initiation for students with ADHD
Take a piece of paper and write down a task you avoid whether it’s in your house, work, or elsewhere.
What about this task is challenging?
Is it the duration of time?
The number of steps it takes?
Location of the task (outside, heat, cramped space?)
Let’s Talk
Now brainstorm: What tasks does your student need to complete?
Make a FULL list for now!
Circle or star the ones you think they avoid the most.
Lets Chat!
Are the reason(s) you avoid things similar to why your student might avoid them? Why/ Why not?
Gradual Release Models
02
Chores, HW and Beyond!
Modeling
What does your student often miss when completing the task?
What should the task look like when it’s completed?
Let’s Break it DOWN!
Now that we know what we want and what it should look like, HOW do we get to DONE?!
Step 1.
Step 2.
ETC!
Does my order of steps depend on where I START? Does the order matter?
How can I show my child how to complete each step to complete this task?
Brain Frame together- but if you like techy tools click HERE
4. You CAN do it!
2. We Do
3. You do- I give feedback
Modeling Builds Independence:
Slowly have your student do small pieces of the task on their own with you giving direct feedback.
Model a task from start to finish with your student watching. They can ask questions as they come up.
Have your student do the task on their own and comment on their independence and what a wonderful job they did!
Have your student do the task and provide feedback at the end. What went well? What was hard?
Revisit skills
Assume best intentions
Saying your student is lazy, unmotivated, etc. does not FIX the forgotten, or missing skill.
So can our students. Discussing when a task, chore, or skill is not meeting your expectation and going through your cycle of independence can RE-establish your students’ ability!
Know your why
We can forget
Why is this task important for your student to learn? Make sure they know it, and you remind yourself why you want them to do it!
Visual Schedules
03
For you and your family
We just “have” a routine
Google Calendar
Family Calendar
Discussions
Print Out
How do you currently notify your student of the weekly schedule?
Are you on time?
Are you/ your child stressed?
Do you often feel overbooked?
Is your family’s schedule working for your family?
If it works DON’T CHANGE IT!
But if it doesn’t, let’s talk visual schedules! Beyond what time do things start and end! Commute time- rest time- social time, etc.!
Let’s Build your schedule for ONE typical day together!
Avoidance
04
For you and your family
How do you encourage yourself through avoidance? Your student?
Let’s go back to our intro activity- what strategies haven’t worked for you and your student in the past?
Let’s Brainstorm with a Brain Frame on what COULD work!
On average, it takes 21 consistent exposures to establish a routine. Going to the gym, reading a book, doing your homework.
How can we be consistent for our students? What do WE need?
You are already a superstar for coming here- sharing your truth and experience, you have GOT this! And for everything else- please reach out with questions or concerns! Lauren.Grams@wpsk12.org