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The Tiered Approach
The Tiered Approach
The Tiered Approach to early identification and intervention provides a framework for a method of instruction, intervention and early identification of students who may be at risk or in need of greater challenges. (Learning for All, 2013)
Understanding the impact of weaknesses in Executive Functioning skills on a student's academic and social success, and considering each student's profile of strengths and weaknesses, guides our need for timely early intervention and early identification of students with weaknesses in Executive Function skills.
Tier 1: Effective Classroom Activities and Proactive Practices to Develop Executive Functioning Skills
Tier 1: Effective Classroom Activities and Proactive Practices to Develop Executive Functioning Skills
In this video, notice how the experiences in play support the development of executive functions and strengthening of core life skills. For example, Jumping Feet supports the development of Executive Functions by targeting working memory (e.g., remember and follow directions), self-control (e.g., sustain attention to complete the task, inhibit impulses while waiting turns) and mental flexibility (e.g., plan a route, accept mistakes and persist with the activity).
According to The Kindergarten Program, “children need regular opportunities throughout the day to learn and value the interpersonal skills required to communicate and cooperate with others" (The Kindergarten Program, 2016, p. 48)
According to The Kindergarten Program, “children need regular opportunities throughout the day to learn and value the interpersonal skills required to communicate and cooperate with others" (The Kindergarten Program, 2016, p. 48)
A student's environment and relationships, regardless of age, play a significant role in the development of Executive Functions and self-regulation.
A student's environment and relationships, regardless of age, play a significant role in the development of Executive Functions and self-regulation.
“Environments that foster Executive Functioning are characterized by adult-child relationships (both within and outside the home) that guide children from complete dependence on adult support to gradual assumption of the “executive” role for themselves.” (Center on the Developing Child at Harvard University, 2011, p. 6)
“Environments that foster Executive Functioning are characterized by adult-child relationships (both within and outside the home) that guide children from complete dependence on adult support to gradual assumption of the “executive” role for themselves.” (Center on the Developing Child at Harvard University, 2011, p. 6)
"The brain continues to mature and develop connections well into adulthood, and a person's Executive Function abilities are shaped by both physical changes in the brain and by life experiences, in the classroom and in the world at large. Early attention to developing efficient skills in this area can be very helpful, and as a rule, direct instruction, frequent reassurance and explicit feedback are strongly recommended."
"The brain continues to mature and develop connections well into adulthood, and a person's Executive Function abilities are shaped by both physical changes in the brain and by life experiences, in the classroom and in the world at large. Early attention to developing efficient skills in this area can be very helpful, and as a rule, direct instruction, frequent reassurance and explicit feedback are strongly recommended."
(National Center for Learning Disabilities, 2008)
(National Center for Learning Disabilities, 2008)
click on the image to access the guide
This guide from Harvard's Center on the Developing Child outlines age-appropriate activities and games to enhance and practice Executive Function skills, many of which educators commonly use in their classrooms.
Tier 2: Additional Instruction and Support for Students' Executive Functioning Skills
Tier 2: Additional Instruction and Support for Students' Executive Functioning Skills
Instructional Strategies
Instructional Strategies
To Be Considered in Conjunction with a Student's Learning Profile to Customize Learning
Working Memory
Working Memory
Break down tasks into simpler instructions
Provide cueing/prompting (physical, positional, gestural, verbal) for reminders
Give step-by-step instructions (be aware of child's receptive language level )
Inhibition
Inhibition
Break down tasks into simpler instructions
Provide cueing/prompting (physical, positional, gestural, verbal) for reminders
Use visual timers to teach waiting skills
Self-Monitoring
Self-Monitoring
Have the student evaluate his/her performance (e.g., “what’s my plan?” and ”am I following my plan?”)
Allow the student to decide how performance will be evaluated
Emotional Regulation
Emotional Regulation
Provide advanced preparations for changes in environment or routines
Use social stories or social scripts to teach the child expected social behaviors (e.g., social thinking)
Teach and practice coping and relaxation strategies (e.g., mindfulness meditation)
Initiation
Initiation
Select reinforcers with the student to initiate and motivate the student throughout the task
Provide choices for reinforcement (e.g., choice board)
Reward beginning a task and persistence (e.g., token board)
Teach and model the use of a first-then board to provide a student with motivation to initiate a task
Provide a checklist and breakdown to create a plan to complete tasks
Task Monitoring
Task Monitoring
Check in frequently with the student to make sure the student understands the end goal and does not miss steps
Teach the student how to break down assignments/projects into smaller steps
Provide a checklist and breakdown to create a plan to complete tasks
Provide visual timers to help students become aware of the passage of time
Attention
Attention
Teach self-awareness to the student to increase understanding of moments of inattentiveness
Provide visual targets as reminders for tasks
Provide cueing/prompting for the student to attend (e.g., look, listen, respond)
Shift
Shift
Use social stories or social scripts to explain and reduce rigid responses
Introduce new ideas and activities and encourage use and participation within the classroom environment
Planning/Prioritizing
Planning/Prioritizing
Model and teach self-talk and thinking aloud through planning processes
Ask questions for students to prioritize (e.g., “what do you need?” or “what should you do first?”)
Provide graphic organizers for planning ideas and thoughts
Organization
Organization
Give time each day/week to organize materials and provide direct support (e.g., review and complete checklist
Provide visuals and graphic organizers to sequence ideas and thoughts
Environmental Modifications
Environmental Modifications
To Be Considered in Conjunction with a Student's Learning Profile to Customize Learning
Working Memory
Working Memory
Provide agenda books or calendars
Provide to do lists and checklists
Inhibition
Inhibition
Provide visuals of expected rules for the classroom
Minimize distractions (visual, tactile, etc.)
Clear sight lines in class to reduce distractions
Self-Monitoring
Self-Monitoring
Use a warning system or timer before ending an activity
Evaluate performance and provide constructive feedback
Emotional Regulation
Emotional Regulation
Reduce or eliminate triggers within the environments
Normalize errors
Initiation
Initiation
Provide cues and prompts to begin a task
Build momentum with the student by walking the student through the first part of a task
Use a first-then board to provide a student with motivation to initiate a task
Provide choices (multiple representations and expressions)
Task Monitoring
Task Monitoring
Create checklists to breakdown complex tasks
Provide preferential seating to monitor the student’s work
Create a self-sufficient work system (what, how much, how do I know I am finished, what's next?)
Attention
Attention
Reduce length of time per task
Reduce visual and tactile distractions
Reduce task overload (e.g., if a student uses assistive technology, prepare the technology in advance to reduce navigation difficulty for student)
Shift
Shift
Post visual schedules
Turn open-ended tasks into close ended tasks
Planning/Prioritizing
Planning/Prioritizing
Keep a daily to-do list or schedule on the student's desk
Create a workbook for assignments to have teachers and parents check as work travels from home and school
Provide planning tools (e.g., agenda books, calendars)
Organization
Organization
Provide preferential locker location to help with organization and retrieval of items
Assessment Strategies
Assessment Strategies
To Be Considered in Conjunction with a Student's Learning Profile to Customize Learning
Provide oral prompts for the student to initiate work in tests and exams
Allow the student to use a cueing system, visual or auditory to monitor performance
Give the student the test format ahead of time, or keep test formatting consistent, so the student can focus on content
Provide checklists of tasks needed to complete an assessment/assignment
Divide a test into parts and give it to the student one section at a time or over a period of days
Structure opportunities for the student to plan, organize, sequence individual parts of the task to facilitate successful overall completion
Executive Skills Functioning Screeners/Questionairres for Teachers
Executive Skills Functioning Screeners/Questionairres for Teachers
Tier 3: Aim for Personalization and Precision When Programming and Teaching
Tier 3: Aim for Personalization and Precision When Programming and Teaching
Personalization and precision for programming supports and strategies are essential for all students to aim to reduce the barriers to learning and to promote student growth. Use the Student Success Planning Framework to guide you through the process of programming to the uniqueness of your students, an integral part of Tier 3 supports.
Personalization and precision for programming supports and strategies are essential for all students to aim to reduce the barriers to learning and to promote student growth. Use the Student Success Planning Framework to guide you through the process of programming to the uniqueness of your students, an integral part of Tier 3 supports.
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