Executive Functioning Forum-- Problem Solving

Problem Solving is a complex skill that can be challenging for many students, especially those with trouble managing their executive function and emotional regulation skills. They may not realize there is a problem that needs solved or they may have difficulty entertaining more than one possible solution. They may have a tendency to focus on one aspect of a problem, to the exclusion of other components. Sometimes this includes and inability to identify the most important parts of the problem. Furthermore, they may hyper-focus on the problem even after it has been solved and may be resistant to asking for help from others. Also, they have a tendency to become “stuck” on one solution and won’t try other possible strategies. They have difficulty generalizing skills and knowledge to other situations and environments. Today's Executive Functioning Forum provides a variety of strategies for addressing these deficits through direct instruction of problem solving skills. 

Teach Students to Ask for Help
In the earliest stages of problem solving, students may need to learn to ask for help so that someone can help walk them through the problem and possible solutions. Provide a routine, predictable way for them to ask for help and provide opportunities for practice. Help them to understand when they are feeling overwhelmed or confused they should initiate asking for help. Incorporate visual supports and reinforce their willingness to accept help.

Jamie Minnish
Prass Elementary, Kettering

Jamie Minnish
Prass Elementary, Kettering

Practice a Calming Strategy
It is difficult to problem solve when feelings of anxiety and frustration take over. Directly teach and deliberately practice calming strategies that students can use in the moment to help them calm down before proceeding with their problem solving techniques.  

Elisha Volp
Northridge Elementary, Northeastern

Marie Reikowski
Demmitt Elementary, Vandalia

Laurie Maravetz
Schaefer Middle School, Springfield

Help Students See Their Options
Use visual supports to help students see what their options for solving the problem may be and the consequences of each choice. Initially you may focus on a positive (green) and negative (red) option and gradually expand upon the options to include all of the possible solutions and consequences. Use visual supports to illustrate this thought process and to provide the information in a familiar, predictable way. Later the strategy of thinking through possible solutions can be done more independently with a blank visual support. 

Taylor Ruef
Stevenson Elementary, Mad River

Emily Ottmar
Stevenson Elementary, Mad River

Teach Students to Think About Their Thinking
Metacognition is the awareness and understanding of one's own though processes. For students who struggle with executive functioning, metacognition can be especially difficult. Model your own thought processes and provide questions that help students to thinking about their thinking. 

Leslie Mann
Smith Middle School, Vandalia

Bring It All Together
Once students have been taught these processes in isolation, bring them all together through use of a cumulative visual support that can be used for priming them before challenging situations and that they can use in the moment to help them work through a problem.

FLIPP The Switch: Strengthen Executive Functioning Skills

Leslie Mann
Smith Middle School, Vandalia

adapted from Successful Problem-Solving for High-Functioning Students with Autism Spectrum Disorders

For more ideas on meeting the needs of students with executive functioning difficulties, check out our previous Executive Functioning Forum posts. 

Planning and Organization

Attention and Impulse Control

Memory
Emotional Regulation
Flexible Thinking

Super Star Schedules-- First-Then Schedules

Throughout the year we have shared a variety of visual schedules for students of all ages and ability levels. But what if you have a student who needs a more simplified option? Then a First-Then Schedule may be a good choice.

First-Then Schedules are great for students who get easily overwhelmed visually by too many icons being presented at once. This can be used in lieu of a whole day visual schedule.

Robbie Whorton
Trotwood-Madison High School, Trotwood

Another thing to consider when implementing a First-Then Schedule is the student's ability to transition. If they are unable to transition to the correct location when looking at the activity listed, then they may need a Location-Based First-Then Schedule which shows an icon of the location they need to transition to First and Then where they get to go when finished.

Mandy Whitfield
MCESC Learning Center- East, MCESC

They can also be used for students who have challenging behavior when it its time to complete an adult-directed task because they can be used to communicate exactly what needs to be done in order to earn free time or a favorite item or activity. The adult-directed task is "First" and then they can choose what goes in the "Then" section. This can serve as a visual reminder when working to keep them on task. Therefore the student may have a daily visual schedule and a First-Then board that is used during work times or when more challenging behavior typically occurs.

Tabitha Eaton
Main Elementary, Beavercreek

Jackie Vollmer
Driscoll Elementary, Centerville

Laura Brown
Perrin Woods Elementary, Springfield

It is important to note that this is a First-Then Schedule, not an If-Then Schedule. The “Then” must always be honored or the child will not trust the tool. For example, if the child struggles with completing a task and the behaviors made the activity take 10 minutes longer than scheduled but they still completed it, then they still earn whatever is in the "Then" section. To avoid this concern, when you begin using a First-Then Schedule for a student with challenging behaviors, it is important to start with something quick and easy as the "First" task such as a simple puzzle, taskbox, or single problem on a worksheet. You can even start with something that is somewhat preferred. This helps them develop an understanding of the schedule and provides buy-in for using the tool. Quick sessions of a single task followed by a short reinforcing break also provides many opportunities to practice throughout the day to build the student;s success. Once they demonstrate understanding of the First-Then Schedule and are more readily completing tasks, you can gradually increase demands.

Laura Spradlin
Valley Forge Elementary, Huber Heights

Keelin DiMuccio
Fairbrook Elementary, Beavercreek

First-Then schedule can be a bit more challenging for staff to handle because they continually need to be reset throughout the day. Use the front of a binder or folder as the schedule and then store additional pieces inside to keep things organized and easily accessible.

Sarah Moore
Warder Park Wayne Elementary, Springfield

We love this innovative use of an old DVD case!

Margaux Mayhew
Rosa Parks ELC, Dayton

Gradually, as the student begins to understand the sequence of activities, additional icons can be added. 

Tabitha Eaton
Main Elementary, Beavercreek

The First-Then Schedule concept can be used with older students too who need a reminder of what to expect in class. This is a great example used for the entire class. 

Natalie Griffen
Smith Middle School, Vandalia

For more ideas on incorporating schedules beyond the First-Then Schedule, check out our previous posts:

Location-Based Interactive Schedules

Group Schedules

Interactive Schedules

Written Schedules

ALIST Spotlight- Karyn Smith & Heather Costa at Tri-Village High School

Today’s A-LIST Spotlight features a fabulous team of educators at Tri-Village High School. 

Intervention Specialist, Karyn Smith, and speech pathologist, Heather Costa, work together to meet the needs of every student to ensure students in the Tri-Village High School special needs program have the communication supports they need for functional communication across the day.  As you can see, this PECS (Picture Exchange Communication System) book is well used!

Because this is a high school, the students are engaged in many functional jobs. The students have rotating job roles. A picture checklist is provided for each role.  The students spend much of their time outside the classroom for vocational training and life skills field trips.

  

Karyn does a great job developing a predictable routine for the students. Everyday one student will ask to make his favorite, chocolate pudding.  An interactive visual tool is provided to help the student make the pudding. He is able to do this independently now.

  

A visual support is given to help the student measure the milk.

  

The student also loves hot chocolate.  Visuals are used to teach the student the concept of “hot” and “cold” to give feedback about the hot chocolate.  Descriptive words are an important part of functional communication.

An interactive shopping list allows the students to build a list based on what is needed for the kitchen. The list is taken to the store. Each time an item from the list is placed in the cart, the picture can be removed from the list. This makes it easy to know what item to look for next.

This tool was created for a new paraprofessional to provide reminders of goals and supports when working with a particular student.

This small portable yes/no visual is consistently presented to give a student a way to respond when asked, “do you want…?”

A break room is available for scheduled breaks across the day to keep students regulated.

Technology is used to engage students and support writing. This student uses the Clicker software program for easy journaling.

Here are a few pages from a social story created to help a student who was experiencing anxiety at school.

The students in Karyn’s classroom have very diverse needs. With the support from Heather and her team, Karyn works hard to ensure that each student has every opportunity to grow and succeed.  We love that Karyn will reach out to us for support, even when the student is doing well, to get ideas to help the student meet a higher level of expectation.  It is always a pleasure to visit Karyn’s classroom at Tri Village High School and to see how well she and Heather collaborate to meet the needs of their students!

Organization Station-- Organizing Picture Icons

Visual Supports are an evidence-based practice for autism and many of the great classrooms we coach have visual supports for every aspect of the school day. With so many visual supports it can be difficult to keep track of every picture icon. Keeping these icons organized is essential to efficient management of visual supports and can be extremely helpful when a specific icon is needed at a moments notice.

Do you have a designated location to put icons that are found throughout the day? This strategy can make it easier to reset visual supports for students because you can quickly find misplaced icons.

Edison Elementary

Teach Love Autism

Simply Special Ed

These organization systems make it easy to see all of the visuals at once for quick access.

Laurie Maravetz
Schaefer Middle School, Springfield

Katie Bigelow and Casey Lathrop
Brookville Elementary, Brookville

Laurie Maravetz
Schaefer Middle School, Springfield

Peggy Ristau
Brookville Intermediate, Brookville

These systems are good for when you have multiple copies of the same icon such as schedule icons or reinforcer pictures.

Jennifer McGowan
Smith Middle School, Vandalia

Toni Mallot
Jane Chance Elementary, Miamisburg

Mandy Whitfield
MCESC Learning Center- East

Rylie Jarret
Stevenson Elementary, Mad River

Taylor Ruef
Stevenson Elementary, Mad River

For more great ideas for organizing visual supports in the classroom check out our previous Organization Station post:

Organization Station- Visuals