Executive Functioning

Completing a task can be difficult, for even the most organized person. So, imagine how hard it might be when you have Executive Functioning deficits or ADHD/ADD. Not only is completing a task difficult, but initiating a task can be daunting and sometimes even anxiety provoking. I have literally heard the description as "painful" in the past. Before we can expect students to complete a task we must first understand where the breakdown occurs.

1. Which part of the task is the student demonstrating difficulty with?

Tips for Sequencing and Transitioning

Most tasks are made of many steps. In order to detect which step the student is having difficulty with, it is helpful to do a task analysis. Think of all of the steps involved and determine at which point they need assistance. Some students have difficulty completing a task while others cannot even get it started. And still others may begin the task only to stop and wait for another instruction before they can move on. Meanwhile, the rest of the class has retained all of the indirections and are moving toward completion independently. For those who are struggling to make it through a multiple step assignment, I would highly suggest a visual sequence strip. They can be as basic or complex as the student can process (3 steps-10 steps). They can be created using pictures, for younger students, or with checklists for older and/or proficient readers (or a checklist with pictures... so many options). I use Lessonpix to create many of my materials https://lessonpix.com/. You can explore the site without being a member to see if it's right for you. It is quick and easy once you get the hang of it. There are multiple short tutorials or you can contact me for an overview of my most accessed materials.

2. Using visual cues can be helpful for ALL students.

I worked in a school district for 17 years as a paraeducator. Most of this time was spent with children with disabilities, primarily autism. As a 1:1 para, I would provide my students with visual supports for many school related tasks from step-by-step cues for classroom assignments to sequencing motions related to songs in their music class. One of my greatest "AH-HA" moments was that there were so many students (approx half) that sought out my visuals and would sit in close proximity of myself and my student in order to access these materials. Remember that there are multiple different learning styles and we are not a one size fits all species. Students may just need that simple visual to keep them on track. Again, I would probably use Lessonpix for these materials. https://lessonpix.com/

3. How long is the student able to sustain attention to the task?

Attention to tasks varies for many reasons. The student could be restless, tired, hungry (and lunch is just around the corner), or easily give up because they fear failure and/or don't understand the content. Sometimes we need to shorten an assignment in order to make completion attainable. Chunking assignments is often an easy way to help alleviate the anxiety of reaching the finish line and fosters a sense of achievement. Students may also need modifications or accommodations in order to complete longer assignments. Check with your student's case manager, if applicable, if you have questions regarding modifications and/or accommodations.

4. FORWARD CHAINING vs. BACKWARD CHAINING

When a task is difficult, many students shut down before even giving it a chance. They might not understand that they are capable of completing at least some parts of the assignment. With the ultimate goal being completion of the assignment, one of these strategies might be helpful. This article provides good examples of both techniques with suggested progression using a task analysis of the required steps. The following is simply a summary of each, check out the website for a more in-depth explanation of each. https://thesensorytoolbox.com/forward-chaining-vs-backward-chaining/

FORWARD CHAINING: Is basically working on mastery of each step (with assistance for the following steps) before moving forward to the next step. We help them master step #1 and assist with steps #2-7. When they are proficient at step #1, we move on to steps #1-2 independently and assist with steps #3-7, and so on. The more steps involved, the more cognitively demanding and more likely to mix up steps so you may need to revert back to previously mastered steps.

BACKWARD CHAINING: This is basically the opposite of forward chaining. With this technique you would help them complete steps #1-6 and teach step #7 until they can do it independently. You add a new step with each mastery until they are able to complete all steps independently.

There is no right or wrong method to use as it depends on each child individually. The website provides nice visual supports for clarity of these two techniques as well as pros and cons of each.

5. Why/How doesn't this student know this yet?

We all know that just because a student is in 2nd grade doesn't mean that the student has been equally exposed to concepts or curriculum which is known to be beneficial in previous grades. This can be attributed to many factors. The following are some variable to consider.

• Transitions from one school/district/state to another- not all curriculum and teaching is the same...even within the same school and grade. While collaboration is fabulous, what we chose to emphasize may be individualized subjective.

• Does this student have learning GAPS? Students often miss learning opportunities due to emotional regulation, escape behaviors, and frequent absences. If they are trying to get out of the assignment, consider that it may be too hard. Here is a 5 minute

• And, let's not forget TRAUMA. We are not always aware of the home and life situations that students may be facing such as homelessness, hunger, domestic violence, neglect, PTSD, etc... the list goes on and on. In order to achieve one's full potential we must first have our basic and psychological needs met (Maslow, 1943). I have attached TWO Maslow's Hierarchy of Needs charts below that demonstrate how we prioritize our needs and can, therefore, become optimal learners. One pertains to life in general and the other to the school environment specifically.