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Learn it Today, Use it Tomorrow! Effective Interventions for Improving ExecutiveFunction Skills for Children/StudentsMiddle and High School Students: Internal RegulationMore Complex Because of the Temporal Spatial WindowSTOP09/25/2019Plan Backwards (Plan My Work)3. Get Ready2. Do1. DoneWhat Materialswill I need?What do I Need to do toMatch the Done Picture?How long will each steptake? Move /Sequence?Make and Image:What will it/I Look Like?MIME iTTuesdayPlan Backwards (Plan My Work)Why is it Problematic to Start with Get Ready?STOP3. Get Ready2. Do1. DoneWhat Materialswill I need?What do I Need to do toMatch the Done Picture?How long will each steptake? Move /Sequence?Make and Image:What will it/I Look Like? It Starts At Task Executing and Bypasses Planning Does not Provide the Opportunity for Self Monitoring Provides the Task (Poster Due) but NOT the Cueo “When I am at home tonight (space & time) I will get posterboard (objects) from the closet and have mom helpme(people) find some old photos for it” Most Important: Does not Support Nonverbal Working MemoryMIME iTSelf MonitorExecute Forwards (Work My Plan)Get ReadyWhat Materialswill I need?DoneStop, Clean Up,Review6. Stop360 Thinking Cognitive Connections, LLP www.efpractice.com Copyright September 2019, Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP.All Rights Reserved.9

Learn it Today, Use it Tomorrow! Effective Interventions for Improving ExecutiveFunction Skills for Children/Students09/25/2019Executive FunctionsTask PlanningFuture ImageTask PlanningSelfMonitoringTask ExecutingSelf Monitoring Plan Initiate Self‐monitor Sequence Inhibit Problem Solve Prioritize Pace Emotional control Organize Complete ShiftTask ExecutingThe Development ofExecutive Function SkillsThe Development ofExecutive Function Skills?“Play with electronic toys is associated withdecreased quality of language input comparedwith play with books and traditional toys”Carol Westby Children vocalize less Fewer conversational turns Fewer production of content specificwords360 Thinking Cognitive Connections, LLP www.efpractice.com Copyright September 2019, Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP.All Rights Reserved.10

Learn it Today, Use it Tomorrow! Effective Interventions for Improving ExecutiveFunction Skills for Children/StudentsInteractive vs Character Toys09/25/2019Think & Play the SocialScouts Way :Firefighter Leo to theRescue! Play was Purely Functional Push the buttons Switch on and Off No attention to accessories Shoved the food down the bird’s throat: no pretendfeeding No sense the duck was hungry and “I am feeding it” Never took the role of the duck No statement on behalf of the duck Only talked about the toy’s actions (It’s off) No sign of imagination, imaginary situations No Play storylines unless facilitated by an adulthttps://socialscoutsla.comSmimova, E. O. (2011). Character toys as psychological tools. International Journal of Early Years Education, 19, 35‐43.70 Play Activities for BetterThinking, Self Regulation,Learning and BehaviorMake Play R.O.C.K. Booklet SeriesIf you have a young child with autism, you may have noticed that he has difficultylearning to play. His play may be less flexible or creative than that of other children,and it may rarely involve other people.The Make Play R.O.C.K. booklet series gives you practical, research-basedstrategies for expanding your child’s play skills during everyday play activities. You’lllearn powerful ways to get involved in your child’s play and help him learn whilehaving fun together. After all, fun is what play is all about!by Lynne Kenney and Rebecca Comizio360 Thinking Cognitive Connections, LLP www.efpractice.com Copyright September 2019, Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP.All Rights Reserved.11

Ages 8-11Inhibit  behaviors;  follow  safety  rules,  use  appropriate  language  (e.g.  not  swearing  or  using  bath- ‐room  language  when  not  appropriate),  raise  hand  before  speaking  in  class,  and  keep  hands  toself.Decide  how  to  spend  their  money.Complete  homework  assignments  (20-minutes  maximum).Bring  papers  to  and  from  school.Ini ate  and  perform  simple  chores  and  self-help  tasks,  but  may  need  reminders;  making  theirbed,  make  a  bowl  of  cereal.Tidy  bedroom  or  playroom  independently.Complete  2-3  step  errands;  “Put  the  napkin  in  the  trash  and  then  bring  me  a  cup.”5-7 Year OldsInhibit  unsafe  or  inappropriate  behaviors;  don’t  touch  a  hot  stove;  don’t  run  into  the  street;don’t  grab  a  toy  from  another  child;  don’t  hit,  bite,  push,  etc.Perform  simple  chores  and  self-care  tasks  with  reminders  and  physical  assistance  if  needed;clear  dishes  from  table,  brush  teeth,  get  dressed.Clean  and  put  items  away  with  minimal  assistance.Complete  simple  errands;  “Get  your  shoes  from  the  bedroom”.3-4 Year OldsExecu ve  Func oning  Skills  Check-ListStudent: Chronological Age/Grade: Executive Function Age: Run  errands,  including  those  involving  a     me  delay,  such  as  remembering  to  bring  somethinghome  from  school  without  reminders.Perform  chores  that  take  10-30  minutes;  se ng  the  table,  dus ng.Bring  books,  papers,  assignments  to  and  from  school.Keep  track  of  belongings  when  away  from  home.Complete  the  majority  of  homework  assignments  without  assistance  (1  hour  maximum).*Adapted  From:  Dawson,  P.  and  Guar,  R.  Execu ve  Skills  in  Children  and  Adolescents.    New  York:  The  Guilford,  200412

nued)Execu ve  Func oning  Skills  Check-ListAges 8-11  (conPlan  simple  school  projects  such  as  book  reports;  select  book,  read  book,  write  report.Remember  changes  in  daily  schedule  including  different  a er  school  ac vi es.Save  money  for  desired  objects  and  plan  how  to  earn  money.Inhibit/self-regulate  behaviors;  maintain  composure  when  teacher  is  out  of  the  classroom;  inhib- ‐it  temper  tantrums  and  bad  manners.Able  to  safely  baby-sit  younger  siblingsHelp  out  with  chores  around  the  home,  including  both  daily  responsibili es  and  occasional  tasksthat  may  take  60-90  minutes  to  complete;  emptying  dishwasher,  raking  leaves,  shoveling  snowetc.Ages 12-14Appropriately  use  a  system  for  organizing  school  workIndependently  follow  complex  school  schedule  involving  mul ple  transi ons  with  teachers  andclassrooms.Plan  and  carry  out  long-term  projects,  including  tasks  to  be  accomplished  and  a  reasonable   me- ‐line  to  follow;Plan   me  effec vely,  including  a er  school  ac vi es,  homework,  family  responsibili esInhibit  rule  breaking  in  the  absence  of  visible  authority.High SchoolManage  schoolwork  effec vely  on  a  day-to-day  basis,  including  comple ng  and  handing  in  as- ‐signments  on   me,  studying  for  tests,  and  crea ng  and  following   melines  for  long-term  projects.Establish  and  refine  a  long-term  goal  and  make  plans  for  mee ng  that  goal;  collegiate  or  othervoca onal  goals.Independently  organize  leisure   me  ac vi es,  including  obtaining  employment  or  pursuing  rec- ‐rea onal  ac vi es  during  the  summer.Avoid  reckless  or  risky  behaviors  (e.g.  use  of  illegal  substances,  sexual  ac ng  out,  shopli ing,  orvandalism).*If  your  child  demonstrates  difficulty  in  2  or  more  of  the  above  areas  for  their  age,  it  is  recommended  that  you  contact  an  exec- ‐u ve  func oning  specialist  to  further  iden fy  execu ve  func oning  needs  and  create  strategies  to  address  those  needs.Created  by:North  Shore  Pediatric  TherapyPhone:  (877)  486-4140    Email:  info@NSPT4kids.comwww.NSPT4kids.com  2011,  North  Shore  Pediatric  Therapy,  Inc.  All  Rights  Reserved.  Do  not  reproduce  or  republish  without  the  express  wri enconsent  of  North  Shore  Pediatric  Therapy,  Inc.13

Learn it Today, Use it Tomorrow! Effective Interventions for Improving ExecutiveFunction Skills for Children/Students09/25/2019The Get Ready *Do *DONE MethodPlan Backwards to Move ForwardsStage 1: Task PlanningThe Behavior Code by Jessica Minnahan and NancyRappaport, MDAll Behavior is a Form of Communication Attention Escape/AvoidPlanning Time Gain a Tangible Object Gain Sensory SatisfactionThe Get Ready *Do *DONE MethodPlan Backwards to Move ForwardsStage 2: Task ExecutionGet ReadyDoDoneMonitoringTimeSTART WITH THE DONEGet Done4. Start: What materials do Ineed to do the steps?Prepare my Space5. Check: Sketch the time,create time markers and ½ waycheckpoint. Set timer to alert ½way point. Do My Work! Check inat the ½ way point andDetermine if there are any timeRobbers:Identify/Remove/Replan6. STOP: Know when to STOP.Close out the Task.Review: What Worked? Whatdid not Work?Developing Independent Executive Function Skills360 Thinking Cognitive Connections, LLP www.efpractice.com Copyright September 2019, Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP.All Rights Reserved.14

Learn it Today, Use it Tomorrow! Effective Interventions for Improving ExecutiveFunction Skills for Children/Students09/25/2019“Time to go! Are you ready for school?”Representational Co‐thought GestureBe a Future Thinker: “Mind MIME iT”We Gesture to Pre‐ Experience Mental Spatial Time TravelSelf Talk – Stated Intentions“I will .I am going to Co thought gestures are really just an outgrowth of how wementally simulate planning (performing actions to go from thefirst to the final step) Gestures give life to our mental scratch pads, allowing us toperform actions with our hands before we have to do them inreal life or before we have even thought these activities all theway through to put them into words Gesture helps infuse planning with an emotional charge tomake the memory for it more enduringIf .thenElement of UncertaintyMaybe .I could .”Gesture enables us to ‘pre‐experience’ the mental spatial time travel and actionsof the future so we can ‘experience the self in time’ and then talk ourself throughthat experience to be efficient and successful360 Thinking Cognitive Connections, LLP www.efpractice.com Copyright September 2019, Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP.All Rights Reserved.15

Learn it Today, Use it Tomorrow! Effective Interventions for Improving ExecutiveFunction Skills for Children/Students“Get Ready for School!Show and Tell Me Your Plan!”Role/Order of Working Memory in Executive Function SkillsGet ReadyDoUgh.it’s 7:15 (time). I needto go upstairs(space) andquickly brush my hair andget dressed (time andpace). My lunch is on thekitchen counter (space). Ineed to remember to putmy book in my backpack.09/25/2019DoneIf .ThenCreating Episodic Future Memoryvs Cueing Semantic RecallDevelop NonVerbal Working Memory for Goal Directed Future ThinkingStart with the Done to:– Teach “Thinking in Pictures”– Develop Whole to Part to Details Thinking (OODA Loop)– Teach Flexible Thinking– Develops Gesture for Mental Spatial Time Travel– Develops Stated Intentions: I will, I am going to, Maybe, I could360 Thinking Cognitive Connections, LLP www.efpractice.com Copyright September 2019, Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP.All Rights Reserved.16

Learn it Today, Use it Tomorrow! Effective Interventions for Improving ExecutiveFunction Skills for Children/Students09/25/2019Role/Order of Working Memory in Executive Function Skills“Let’s get ready to go home!”Get ReadyDoYayy it’s 3:00 (time). I needto go to my cubby(space)and quickly pack myhomework folder in mybag(time and space). Mylunch is on the topshelf(space). I need toremember to bring myshare bag home(space).Semantic vs Episodic MemoryDoneIf .then .To Improve OrganizationUse Feature Blocking:Add “Block and Box” to “What will it Look Like”Organized Thinking andSpeed of InformationProcessingWholeBea FeatureTeacher!Parts(features)Details360 Thinking Cognitive Connections, LLP www.efpractice.com Copyright September 2019, Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP.All Rights Reserved.17

Learn it Today, Use it Tomorrow! Effective Interventions for Improving ExecutiveFunction Skills for Children/Students09/25/2019Make an Image ‐ What will I look Like?“Tell me your Plan to Match the Picture!”Block and Box to Increase Processing SpeedLaminate or Put in a Plastic Sleeve Protectorto Keep it Dynamic!Same but Different!Develops Cognitive FlexibilityA Special thank you to Jessica Padula, M.S., CCC/SLPSpeech and Language Specialties ShrewsburyGreat Apps for Making Visuals to “Match the Picture” Strip Design Skitch Check out theSwackett Weather App(Swackett Jr too!)360 Thinking Cognitive Connections, LLP www.efpractice.com Copyright September 2019, Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP.All Rights Reserved.18

Learn it Today, Use it Tomorrow! Effective Interventions for Improving ExecutiveFunction Skills for Children/StudentsHow will you Look?Same but DifferentDesk readyInterview?Beach Day?Dinner with Friends?Class?Writing ToolNotebook09/25/2019Binder or BookHow will you Look?Same but DifferentTeach the Process ofHow to Make a Checklist“Show and Tell me Your Plan for ?”Body Interview?Beach Day?Town Pool to Exercise?Class?Science ClassBaseball practiceSTEM clubBaseball GameDrivers Ed ClassMaterials/EquipmentClothingFootwear360 Thinking Cognitive Connections, LLP www.efpractice.com Copyright September 2019, Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP.All Rights Reserved.19

Learn it Today, Use it Tomorrow! Effective Interventions for Improving ExecutiveFunction Skills for Children/StudentsMake PersonalizedFuture GlassesThe Ultimate Goal?Students Understand that All Tasks Start with“What will it look like?”In Executive FunctionClass have Students Maketheir Own Future GlassesA Craft Project! Dollar store GlassesWith ‘Peel and Stick’ Googly Eyes from Lakeshore LearningVisuals of Classroom RoutinesM onday N ovem ber 28,2016G ood M orning! H om ew ork C heck Team w ork M orning W ork360 Thinking Cognitive Connections, LLP www.efpractice.com Copyright September 2019, Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP.All Rights Reserved.2009/25/2019

Learn it Today, Use it Tomorrow! Effective Interventions for Improving ExecutiveFunction Skills for Children/StudentsCreating Visual Picture Routines: MIMEBe a Feature Teacher! Ask the student what space they go toWalk with them to that spaceStop at the doorway/boundary of that spaceHave the student use self talk to describethe actions they will do and the materialsthey will use The student enters the space and carries outthe action: Take a Picture Then have the student state what spacethey will go to next Repeat the process until the Visual Scheduleis completeTry the Pic Stitch App!360 Thinking Cognitive Connections, LLP www.efpractice.com Copyright September 2019, Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP.All Rights Reserved.2109/25/2019

Learn it Today, Use it Tomorrow! Effective Interventions for Improving ExecutiveFunction Skills for Children/StudentsMANAGING MATERIALS:09/25/2019Managing Materials: Have Students Use Devices to Create an Album of MaterialsSTART WITH THE END IN MIND WHAT WILL IT LOOK LIKE? Ask students to take the essential items of their back pack outand lay them on the floor Then have the student group like items together Have families take a photo of the items and print/email you thepicture Laminate and create ‘backpack’ tags for students so they can‘match the picture’ when it is time to go home!Create BackpackTags for StudentsMiddle School: What does Ready Look Like?Kristen Jacobsen, M.S., CCC/SLPand the Glen Urquhart SchoolTry the Pic Stitch App!360 Thinking Cognitive Connections, LLP www.efpractice.com Copyright September 2019, Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP.All Rights Reserved.22

Learn it Today, Use it Tomorrow! Effective Interventions for Improving ExecutiveFunction Skills for Children/StudentsR eading:H atchet,C hap 2Take Active Notes**U se Active R eading Q uestionsW orksheet09/25/2019Have aModel DeskFayerweather School, Cambridge, MA360 Thinking Cognitive Connections, LLP www.efpractice.com Copyright September 2019, Kristen Jacobsen, M.S., CCC/SLP & Sarah Ward, M.S., CCC/SLP.All Rights Reserved.23

Job Talk:Politicians wanted to increase voter turnout and turned to psychologicalresearch for help. It worked! Researchers framed voting as either a personalidentity label (e.g. “be a voter”) or as a simple behavior (e.g. “voting”). Thischange in phrasing to a personal identity label significantly increased interest inaction and a substantially larger percentage of individuals voted! Research hasshown that people want to feel like they are a part of something and takeownership of something rather than being told what to do.Children are no different! Motivation to complete a task is increased by invokingone’s sense of self. Subtly manipulating the verb form of a behavior (“Brush yourteeth please”) to feature a noun label (Annie is a toothbrusher!) creates anessential part of one’s identity. In other words it creates confidence and apositive sense of self that this is “What I can do!” This subtle change in languagecan change an occasional behavior of helping around the house (“Please setthe table.”) into a child who has confidence in their permanent trait or skill (I ama tablesetter!). When packing for a skitrip, being asked to be a ‘packer’ is apositive thing and requires the child toimagine in their mind “what doesa packer do? What tools willa packer need?”. On the other handjust asking a child to “Please pack thecar with your warm clothing, bootsand poles.” Just asks the child to dosomething, does not invoke theirreasoning of what is required andlikely does not fire them into action except perhaps to make excuses for whythey can’t! Using the declarative noun form (clothes gatherer) createspsychological essentialism and develops in children a positive attitude, a strongand stable sense of self and generalizes to how they perceive themselves andtheir essential role over time.24

Be a counter wiper!Declarative Job Talk (Noun Form)Please be a handwasher!Wipe the counter off.Imperative Verb FormWash your hands.Sarah Ward, M.S., CCC/SLP and KristenJacobsen M.S.,CCC/SLP have translatedthis research into a sim

Tips for Improving the Conference Experience . Our thanks to ODIN Books for continuing to support our bursary program. ACT provided 23,000 in bursary funding in 2018 in the form of reduced registrat