Transcript BRIEF Talk
Interventions with Executive Functions
Major Treatment Approaches
I. Evaluation (Diagnosis)
II. Education (Counseling)
III. Medication
IV. Working Memory Training
V. Behavior Management
VI. Educational Management
VII. Environmental Management
Maturation (accounts for 3-4x more change)
Unproved/Disproved Therapies
Elimination Diet (e.g., removal of sugar, additives, etc.) (Weak evidence)
Megavitamins, Anti-oxidants, Minerals
(No compelling proof or disproved)
Sensory Integration Training (disproved)
Chiropractic Skull Manipulation (no proof)
Play Therapy, Psycho-therapy (disproved)
Biofeedback (EMG or EEG) (experimental)
Self-Control (Cognitive) Therapies
Social Skills Therapies (in clinic)
Implications for Treatment
Teaching skills is inadequate Treatments must be at the points of performance Behavioral treatment is essential but does not generalize or endure after removal Reverse engineer the EFs:
Externalize important information (make lists, post rules, use signs, etc.)
Externalize time periods related to tasks (timers)
Break up future tasks into many small ones (do 1 daily) Externalize sources of motivation (token systems) Permit more external manipulation of task information The compassion and willingness of others to make accommodations are vital to success A chronic disability perspective is most useful
Empirically Proven Treatments
Parent Education About ADHD
Psychopharmacology
Stimulants (e.g., Concerta, Adderall, etc.)
Noradrenergic Medications (e.g., Strattera)
Working Memory Training
Parent Training in Child Management
Children (<11 yrs., 65-75% respond)
Adolescents (25-30% show reliable change)
Family Therapy for Teens: Problem-Solving, Communication Training
Empirically Proven Treatment
(2)
Teacher Education About ADHD
Teacher Training in Classroom Behavior Management
Special Education Services (IDEA, 504)
Residential Treatment (5-8%)
Parent/Family Services (25+%)
Parent/Client Support Groups (CHADD, ADDA, Independents)
What to do about it: Environmental
classroom
seat placement/facilitated attention
individualized and untimed testing adjusted workload/frequent checks repetition of instructions/written instructions breaking things into manageable bits provide motivation (behavior modification, increased communication bw school and home)
make it hands on/interactive allow for physical activity/breaks
What to do about it: Environmental
Home
increase motivation (find the right carrot)
shorten instructions and have them repeated or written down
reduce environmental clutter (noise, distractions etc.)
assist with organization (reminders, planners)
model appropriate behavior
Choose battles wisely (timing, necessity)
Interventions: General Principles
must fit with child, environment, teacher, parents
make rationale work for the teacher/parent
involve teacher/parent in planning possible solutions
measure success / failure
Interventions: General Principles
define relevant EF deficit, associated domain specific abilities or deficits, and task/situational demands
Determine the developmental level of child and what are age appropriate expectations for EF.
Teach compensatory strategies
Provide external control for those EF's missing in the child.
Outcome of Good Executive Function
Cognitively
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control of conscious and deliberate cognitive activity (e.g., rehearsal of information in preparation of exam, preparing outline before beginning to write, considering plan for any complex, difficult task)
Outcome of Good Executive Function Socially
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inhibiting inappropriate socially impulsive behavior
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guide behavior in social context by learned rules of social appropriateness consider other people’s perspectives and interests in making decisions
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delay immediate gratification in the interest of longer-term gain
Outcome of Good Executive Function
Language
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deliberate, effortful searches of one’s word knowledge
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comprehension of extended language requiring active organization of incoming information
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planned organization of extended discourse, both interactive (conversations) and non-interactive (descriptions, explanations)
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controlled flexible use of abstract, ambiguous, indirect language (irony, metaphor, puns).
Systems Required to Promote Good Executive Function
Appropriate Assessment of Needs in the Everyday Environments of the Child
Establish and Support Everyday Routines to Support the Executive Function
Systems Required to Promote Good Executive Function
Treatment Principles
Real World Relevance and Application
Within the context of everyday, meaningful routines
Collaborative, hypothesis testing
Interventions: General Principles
External to internal process
External models of multi-step problem solving routines
External guidance to develop & implement everyday routines
Practice application/ use of routines
Fade external support to cueing internal generation & use of routines
Interventions: General Principles
External to internal process
Internal control to generate & use specific problem-solving routine
Generalization to new situation, requiring some external guidance
Accumulate experience, examine conditions for selective use of various routines
Feedback throughout (i.e., reward)
Reasons for a Reduced Executive Function Focus
Belief (misguided) that executive functions are “higher order” and must wait on their treatment until “lower order” cognitive and social processes are developed/ treated
Desire to protect the individual, resulting in family or school personnel assuming responsibility for all executive aspects of the individual’s behavior
Reasons for a Reduced Executive Function Focus
Paradoxical avoidance of treatment focus because of severe impairment in this area
Staff tendency to assume that their role as helping professionals requires assuming control for executive dimensions of tasks (identifying weaknesses, setting treatment goals, planning and organizing their activities, etc.)
Reasons for a Reduced Executive Function Focus
Lack of focus of executive function aspects of treatment within professional training programs
Student gives appearance of being in control under more familiar circumstances that rely on old knowledge, well-established routines
Result of No Focus on Executive Function treatment
With luck, the child will develop some sporadic independent problem-solving skills More likely,
Develop learned helplessness
Promote dependency
Opposition toward caregivers
Structuring an executive function intervention program
Use of everyday routines with (e.g., Goal Plan-Do-Review)
Support working memory via “hard copy” of routine
Allowing child to become increasingly more active in formulating plans and reviewing their performance
Goal-Plan-Do-Review
GOAL
What do I want to accomplish?
PLAN
How am I going to accomplish my goal?
MATERIALS/ EQUIPMENT
1.
2.
STEPS/ASSIGNMENTS
1.
2.
PREDICTION: HOW WELL WILL I DO?
Self rating 1 2 3 4 5 6 7 8 9 10 Other Rating 1 2 3 4 5 6 7 8 9 10 How much will I get done?
DO PROBLEMS
1.
2.
3.
SOLUTIONS
1.
2.
3.
REVIEW : HOW DID I DO?
Self rating Other rating 1 2 3 4 5 6 7 8 9 10 1 2 3 4 5 6 7 8 9 10
WHAT WORKED?
1.
2.
WHAT DIDN'T WORK WHAT WILL I TRY NEXT TIME?
1.
2.
Example with academic tasks
Written statement of student’s goal for the academic task
Specific list of all the steps needed to accomplish the task
Rate the performance (Self, Other)
Discuss discrepancies in ratings
Record what worked in one column and what didn’t work in another column
Retain the written Sheet in a notebook
What EF Intervention is Not
Specific set of skills/ information to “teach” student (e.g., group study skills class)
List of steps taped to the top of the student’s desk
Simple behavior modification to increase motivation
A “student thing” - listing IEP goals without attention to the “how, who, where, when” of the classroom delivery system
Sample “IEP-Speak” for the EF’s
Macro (Long-Term) Goal: The student will independently employ a systematic problem-solving method (e.g., Goal-Plan Do-Review - GPDR) for tasks that involve multiple steps and/or require long-term planning.
Sample “IEP-Speak” for the EF’s
Note: For students who are younger or with severe executive dysfunction, the objectives should be prefaced by the following statement: “With directed assistance, Johnny/ Jenny will . . .”
Goal Setting:
(1) The Student will participate with teachers in setting instructional goals (e.g., "I want to be able to read this book, write this paragraph, etc.”) (2) The student will accurately predict how effectively he will accomplish a task. For example, he will accurately predict whether or not he will be able to complete a task; predict how many (of something) he can finish; predict his grade on tests; predict how many problems he will be able to complete in a specific time period; etc.
Planning:
(1) Given a routine (e.g., complete sheet of math problems, clean his room), the student will indicate what steps or items are needed and the order of the events.
(2) Given a selection of 3 actions necessary for an instructional session, the student will indicate their order, create a plan on paper, and stick to the plan.
(3) Given a task that he correctly identifies as difficult for him, the student will create a plan for accomplishing the task.
(4) Having failed to achieve a predicted grade on a test, The Student will create a plan for improving performance for the next test.
Organizing:
(1) The student will follow/ create a system for organizing personal items in his locker.
(2) The student will select and use a system to organize his assignments and other school work.
(3) Given a complex task, the student will organize the task on paper, including the materials needed, the steps to accomplish the task, and a time frame.
(4) The student will prepare an organized outline before proceeding with writing projects.
Self-Monitoring, Self-Evaluating:
(1) The student will keep a journal in which he records his plans and predictions for success and also records his actual level of performance and its relation to his predictions.
(2) The student will identify errors in his work without teacher assistance.
(3) The student's rating of his performance on a 10-point scale will be within one point of the teacher's rating.
Self-Awareness:
(1) The student will accurately identify tasks that are easy/difficult for him.
(2) The student will accurately identify his/her strengths and weaknesses.
(3) The student will explain why some tasks are easy/difficult for him.
Self-Initiating:
(1) When the student does not know what to do, he will ask the teacher.
(2) With regular/ minimal prompting from the teacher, assistant or parent, The student will begin his assigned tasks, initiate work on his plan, etc.
College Accommodations
- student should be allowed to take tests and complete work on an untimed or extended time basis
- Student should have access to notes and class outlines
All assignments should be included on syllabi and student should work with someone to develop and appropriate plan for completing the assignments in a timely manner
College Accommodations
Student might be allowed to take a reduced courseload, but still considered a full time student
Seat placement in courses
Electronic Organizer
Use of tape recorder
Training in test-taking strategies
Relaxation training
18 General Ideas for Management (Barkley) Parents are Shepherds; not Engineers Reduce delays & externalize time Externalize important information Externalize motivation (think win/win) Externalize problem solving Use immediate feedback Increase frequency of consequences Increase accountability to others Use more salient & artificial rewards
More of the ideas…
Change rewards periodically Touch more, talk less Act, don’t yak… Keep your sense of humor Use rewards before punishment (reward early & often!) Anticipate problem settings; & make a plan for them!
Keep a sense of priorities Maintain a disability perspective Practice forgiveness (child, self, others)
Making commands effective
Heavily praise high compliance commands initially Use imperatives, not questions Go to child, touch, & use eye contact Child recites request Make complex tasks simpler ones Make chore cards for multi-step tasks List all steps involved in task on 3X5 file card Stipulate a time period on the card
More on effective commands
Reduce time delays for consequences Use timers at points of performance Don’t assign multiple tasks at once Praise the initiation of compliance Reward throughout the task Child evaluates performance at end Create a “grab bag” of surprises (average out to every third incident of compliance)
Classroom Management I: Tips for Teachers
Educate yourself about ADHD (nature, course, outcome, & causes) Keep in mind the 30% rule; anticipate the difficulties!
Keep in mind that interventions within the school setting are most effective for improving school performance Get in-depth training and consultation on behavioral principles & modification Pick good administrators
; those that support & recognize your efforts!
Know your limits and practice good self care…
Classroom Management II: More Tips for Teachers
Establish behavioral control – Primary objective in the first two weeks of school Decrease workload, or give smaller quotas of work Traditional desk arrangement & seat close to teaching area Target productivity first; accuracy comes later Don’t send home unfinished class work Give weekly homework assignment sheets; ahead of time!
Consider reducing/eliminating homework!?!?
Allow restlessness… Review homework at start of class; this helps all students!
Help the student “think aloud & think ahead”
Domain-Specific Interventions
Initiating:
Increase structure of tasks
Establish and rely on routines
Determine minimal level of cue to help start and reduce cue over time
Break tasks into small, manageable steps
Place child with partner or group for modeling and cuing from peers
Reframe "lack of motivation" as initiation deficit for child, parent, teachers
Sustaining:
Increase salience in task- rely on high interest tasks
Hands-on activities support sustained attention problems
Ask child to choose among topics of interest to increase investment
Use verbal mediation (self talk-aloud or to self) to help remain focused
Write down list of what to attend to for a specific task
Sustained Working Memory:
Repeat instructions as needed, perhaps quietly to the child
Keep instructions clear and concise
Concrete reference
Use of script
Reduce rate of presentation/initial load (sense of overwhelm)
Frequent breaks
Task switching (not for everyone)
Inhibiting:
Increase structure in environment to set limits for inhibition problems
Make behavior and work expectations clear and explicit; review with student
Post milieu rules in view; point to them when child breaks rule
Teach response delay techniques (counting to ten before acting)
Environmental modifications (reduce distractions)
Shifting:
Increase routine to the day
Make schedule clear and public
Forewarn of any changes in schedule
Give 2 minute warnings of time to change
Make changes from one task to the next, or one topic to the next, clear and explicit
Shifting may be a problem of inhibiting, so apply strategies for inhibition problems
Organizing:
Increase organization in milieu
Increase organization of therapy to serve as model and help child grasp structure of novel material
Present the framework of new information to be learned at the outset, and review again at the end of a lesson
Begin with tasks with only few steps and increase gradually
Implement memory book/organizational system
Teach child to look for organization inherent in novel information
Planning:
Practice with tasks with only a few steps first
Teach simple flow charting as planning tool
Practice with planning tasks (e.g., mazes, cooking)
Ask child to verbalize plan before beginning work
Ask child to verbalize second plan if first doesn't work
Ask child to verbalize possible consequences of actions before beginning and contingencies for possible blockages
Review incidents of poor planning/anticipation with child
Self-monitoring:
Anticipate performance- ask child to state how he/she will do on a task, then compare gently with actual performance
Videotape child's behavior and review with child in supportive manner
Increase attention to behavior- ask child to verbalize steps as he/she is doing them
Find motivation for accuracy/neatness (reward etc.)
References
The Study Skills Handbook
by Judith Dodge
Overcoming Underachieving
by Nancy Mather and Sam Goldstein
Why Bright Kids Get Poor Grades and What You can Do About It
by Sylvia Rimm www.tourettesyndrome.org/htm.ef
References
Survival Guide for College Students with ADD or LD
by Kathleen G. Nadeau (1994)
Learning How to Learn: A Guide for Getting into College With a Learning Disability, Staying In, and Staying Sane
by Joyanne Cobb (2000)
Help Yourself: Handbook for College-Bound Students with Learning Disabilities (Princeton Review)
by Erica-Lee Lewis & Eric Lewis (1996)
Succeeding in College With Attention Deficit Disorders: Issues and Strategies for Students, Counselors and Educators
by Jennifer S. Bramer (1996)
Steven C. Guy, Ph.D.
Licensed Psychologist Pediatric Neuropsychologist 170 North Woods Blvd.
Suite 220 Columbus, OH 43235 (614) 848-9708 Fax: 888-1014 [email protected]