Academic and Behavior Support - Not Completing Tasks

Academic and Behavior Support

Zones of Regulation

Things You Can Say

“What are your Time Robbers right now?”

“What’s stealing away your time?”

"Check your working clock."

“Is your brain with the group?”

“I can tell that your brain has left the group.”

“Check back in.” / “Check your brain back in.”

“What if EVERYBODY DID THAT?”

STRATEGIES

Being a Mind MIME

Have students do a mental dress rehearsal of what you want them to do.

"Point out your path."

"Visualize your path."

Students will use their hands to point out the path that they are going to take.

Students act out the behavior BEFORE you send them off.

Working Clock

Use a dry erase marker to color code the expected behavior throughout the day.

Students can have a Whole Class working clock OR individual working clocks on their desk.

"Check your working clock."

"What are you time robbers right now?"

"What do you need to do to pick up your pace?"

Time Robbers

Time Robbers are ALL the things that get in our way, and prevent us from doing our job in the time that we have given ourselves to complete it.

Have students make a list of their Time Robbers (Things that get in their way of completing their job).

***The child is NOT a time robber.

"What are your time robbers right now?"

"What things are getting in the way of your job right now?"

UNTHINKABLES

"Who is invading your brain right now?"

"Who is in your brain?"

"Who can you call on?"

"What Thinkable could you call on?"

THINKABLES

BOOKS TO HELP GUIDE INSTRUCTION

Helpful Hints:

1. Use the same book over and over

2. Bring it into your Readers and Writers Workshop to talk about strong verbs or figurative language

3. Students can make connections to other characters and their reactions, as well as to the behaviors and feelings in themselves

TIME TO GET STARTED

IT WAS JUST RIGHT HERE!

What's In It For Me?

Questions To Ask While Reading:

1. Who has invaded ________'s brain?

2. Who can they call on?

3. What Zone are they in?

4. What strategy can they use to support them?

5. How do you think the other characters feel when _______ is behaving that way? What do you think they are going to do? And then how will ________ feel afterward?

6. What could _______ do next time so that it doesn't happen again?

I JUST WANT TO DO IT MY WAY!

SECONDARY

PROMOTING EXECUTIVE FUNCTION IN THE CLASSROOM

Helps teachers incorporate executive function processes- planning, organizing, prioritizing, and self-checking- into the classroom curriculum. Chapters describe effective strategies for optimizing what students learn by improving how they learn. Easy-to-implement assessment tools, teaching techniques and activities, and planning aides are presented. The book also covers the nuts and bolts of differentiating instruction for students. Case examples illustrate individualized teaching strategies and classroom accommodations.

THE EXECUTIVE FUNCTIONING WORKBOOK

FOR TEENS

Are you disorganized, chronically late, forgetful, or impulsive? You can learn to stop procrastinating and start meeting your deadlines. This workbook has fun activities to help you turn positive thinking into action, enhance your memory, and successfully organize and plan.

OVERCOMING PROCRASTINATION

FOR TEENS

If you're someone who procrastinates, you know your delays can have a negative impact on your life- especially when it comes to grades and preparing for the future.

This practical, research-supported workbook will help you understand the habit of procrastination, reduce it, and increase your ability to get things done. Using tips and tools based in Cognitive Behavior Therapy, you'll learn how to address unfounded fears, improve self-perception, manage your time and feelings of boredom or indifference, and increase critical-thinking abilities and organizational skills.

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