Today's Executive Functioning Forum will focus on attention and impulse control and strategies for supporting students with these deficits.
Attention and impulse control deficits may lead to
difficulty focusing and higher levels of distractibility. Individuals may
struggle with controlling their impulses. School performance may be impacted by
inattention to lesson material, losing focus when reading, misreading math
symbols, improper decimal placement, or going off on tangents when writing. Often,
these deficits can also lead to difficulty with delayed gratification and
staying motivated.
Strategies for supporting attention and impulse control
deficits include:
Priming
Priming is a low-cost, time-efficient strategy that provides structure and predictability across the student's school day. It is most effective when proactively embedded into the student's routine when the student is calm and ready for learning. Priming can be a great way to prepare students for their day, for transitions, and for changes to the routine.
Priming
Priming is a low-cost, time-efficient strategy that provides structure and predictability across the student's school day. It is most effective when proactively embedded into the student's routine when the student is calm and ready for learning. Priming can be a great way to prepare students for their day, for transitions, and for changes to the routine.
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| visual countdown used for priming transitions Jennifer McGowan Smith Middle School, Vandalia |
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| Circle Time visual for priming group activity expectations Casey Lathrop and Katie Bigelow Brookville Elementary, Brookville |
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| Visual for priming schedule changes Jennifer Schmidt Beavercreek High School, Beavercreek |
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| Voice visual for priming volume Taylor Ruef Stevenson Elementary, Mad River |
Priming can be an effective way to remind students of academic content, expected social skills, or behavioral expectations.
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| ULS Focus board for priming academic content |
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| Speech Bubble/Thought Bubble priming visuals Nancy Cera Brookville Schools |
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| Behavior Consequence Flow Chart |
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| Behavior Contingency Map Taylor Ruef Stevenson Elementary, Mad River |
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| Visual Cue Ring for behavior expectations Laurie Maravetz Schaefer Middle School, Springfield |
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| Behavior Cue Ring for behavior expectations Angela Crum Parkwood Elementary, Beavercreek |
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| Priming for Turn Taking Taylor Ruef Stevenson Elementary, Mad River |
Chunking
Students with disabilities often give up when they feel that a task is too big to manage. They often are daunted before they even take up the task. By chunking, or breaking a task into manageable parts, it helps scaffold students into longer and more complex tasks. For early learners, staff may need to chunk assignments for them so that they are more capable and willing to persevere through the task. Worksheets may be folded or cut into smaller segments. Older students should be directly taught strategies for chunking their multi-step assignments. Using a graphic organizer or planner can help with chunking.
Chunking can also be used to help students remember sets of information by organizing by commonalities.
Students with disabilities often give up when they feel that a task is too big to manage. They often are daunted before they even take up the task. By chunking, or breaking a task into manageable parts, it helps scaffold students into longer and more complex tasks. For early learners, staff may need to chunk assignments for them so that they are more capable and willing to persevere through the task. Worksheets may be folded or cut into smaller segments. Older students should be directly taught strategies for chunking their multi-step assignments. Using a graphic organizer or planner can help with chunking.
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| Emily Ottmar Brantwood Elementary, Mad River |
Chunking can also be used to help students remember sets of information by organizing by commonalities.
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| Vocabulary chunked by wh-question word Brittany Bush Spinning Hills Middle School |
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| Phonics sound chunking by vowel sound Versailles Elementary |
Self-Monitoring
Self Monitoring of Attention (SMA) is a research based method of cognitive behavior modification as a means of actively involving students in the learning process. (Cooper, Heron, and Heward, 2007). SMA is a process that requires students to systematically monitor their own attention and record the result in some manner to increase awareness and successful results, while reducing prompt dependence. Self-monitoring of attention involves intermittently cueing students, through either an auditory or visual cue to record whether or not they are paying attention.
Self Monitoring of Attention (SMA) is a research based method of cognitive behavior modification as a means of actively involving students in the learning process. (Cooper, Heron, and Heward, 2007). SMA is a process that requires students to systematically monitor their own attention and record the result in some manner to increase awareness and successful results, while reducing prompt dependence. Self-monitoring of attention involves intermittently cueing students, through either an auditory or visual cue to record whether or not they are paying attention.
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| Intervention Central |
A timer such as a Motivaider can help students in monitoring their attention and knowing when to track their on-task behaviors.
3. Memory-- COMING SOON!
4. Emotional Regulation
5. Flexibility
6. Problem Solving-- COMING SOON!
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