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Dominating conversations. Not showing interest in others. Telling cringey jokes. Struggling in unstructured social situations. Children and teens with ADHD know these social struggles and misunderstandings too well. For many kids, friendship foibles like these become a source of shame over time; they question why they can't grasp what comes intuitively to their peers and may retreat socially, often into the world of "virtual friendships."

Why do kids with ADHD struggle with friendships? Navigating social interactions requires various mental processes, or executive function skills. Deficits and delays in these skills - which I refer to as social executive function skills - are common in ADHD, and they explain many of our kids' problems in the social realm.

Lagging social executive function skills represent a learning challenge; they prevent children from intuitively picking up on social information from a young age to the same extent as their peers. This should not be confused with struggles stemming from social anxiety or other conditions.

Better social skills begin to take root when we understand the foundational skills that cause the most trouble - from internal dialogue and cognitive flexibility to perspective-taking and understanding context - and the strategies that effectively build and support these skills in ADHD brains.

Social Skills for Kids: Understanding Underlying Deficits

Children and teens with ADHD, even if they are socially motivated, tend to have a hard time with the following skills that underlie social interactions:
[Get This Free Download: 14 Ways to Help Your Child With ADHD Make Friends]

Perspective-taking: Understanding others' thoughts and feelings, and how you are coming across in social settings

Situational awareness; reading the room and understanding what you should be doing, based on context

Responding appropriately to others' emotions; you may come off as rude or disinterested if you do not respond as expected after someone has shared their feelings or emotions

Initiation; difficulty with starting conversations, with asking for help, and with self-advocacy skills

Cognitive flexibility for the sake of being part of a peer group, accepting others' ideas, and being able to take direction from others

Using humor appropriately

Many children with ADHD have trouble with the above skills because they struggle to "hear" their internal dialogue (which I refer to as their "Brain Coach" to help children make sense of this skill).

Of course, ADHD symptoms like impulsivity and inattention may also impact social interactions. Impulsivity may cause an individual to interrupt someone who is speaking or say inappropriate things, while inattention may show up as spacing out during conversation or appearing disinterested.

What Social Skills Struggles Look Like in Children

Lagging social executive function skills become noticeable to same-aged peers around age 7 and well before parents start to notice. Early signs often include the following:
[Read: It's Not About Social Cues. It's About Social Learning.]

Acting bossy and controlling with peers, especially during play

One-sided conversations

Difficulty in unstructured social situations, like recess

Difficulty keeping friends (but can make friends)

"Smothering" a new friend

Difficulty relating to same-age peers, but does fine with younger children and adults

Not understanding how they're coming across to others (poor perspective-taking skills)

What Social Skills Struggles Look Like in Tweens and Teens

As social expectations increase over time, new difficulties may emerge, also rooted in weak social executive function skills. Signs that a tween or teen is struggling socially include the following:

Retreating into video games/social media/the online realm to escape the uncertainty and unpredictability of socializing

Inflexibility; unable to accommodate different viewpoints, activities, etc.

Criticizing peers; might call others "weird" or "annoying"

Only wanting to befriend "popular" peers who are not accepting of them; may overlook peers with lower social standing

Little to no interaction with peers outside of school; may say that they have "school friends" but not "outside-of-school friends," meaning they do not understand the work it takes to build and sustain friendships - and their role in that interplay

Social Skills for Kids: Strategies and Guidelines for Parents

Parents play the most important role in helping children improve their social executive function skills. Here is how to begin:

1. Share your internal dialogue to model perspective-taking. This will help your child understand what it sounds like to think about others, and thus help develop their own self-talk. Vocalizing your inner dialogue will help your child learn to pause and consider how they (and others) come across in social situations. Share thoughts like:

"It was nice of that guy to pick up the lady's umbrella. She's probably grateful for his gesture, too."

"I'm feeling a little bored right now because you're having a one-way conversation with me about Minecraft. I wish we could talk about something that both of us are into."

I'm having cringey thoughts right now because that person is speaking so loudly on their phone in a restaurant."

2. Teach your child about the importance of "fake-outs." A fake-out (a term I use with the children I help) is when you show interest in what others are saying, even though you're really not invested. All of us engage in this type of reciprocity. But children with ADHD don't often understand that "tolerating" someone else's interests, especially when that person is new to them, is an unspoken part of social interactions and crucial to building and sustaining friendships.

3. Praise your child's efforts. Recognize when your child displays resiliency, flexibility, grit, and the willingness to try something new with others. Use purposeful recognition and praise to help your child understand social behaviors that would help their peers feel comfortable around them. Examples:

Recognize your child every time they show interest in others, especially when they're going out of their comfort zone. Say things like, "It was great of you to agree to play basketball with your classmate, even though I know you don't really like the sport. It showed them that you like hanging out them."

Does your child have responsibilities at home? Household chores are a great way to teach reciprocity because it teaches them to think about the needs of others.

4. Help your child understand context. The cause and effect of our words and actions, and how we respond to what's happening around us, fluctuate based on setting. A child, for example, might feel more comfortable sharing a joke with a classmate than with the school principal.

To demonstrate that people have a range of thoughts based on situational context, I use what I've dubbed the "Cringe to Clutch o'Meter" - a visual tool that helps improve perspective-taking in children. On one end is cringe (thoughts and feelings of discomfort and awkwardness) and on the other is clutch (positive thoughts and feelings). To use the tool, have your child note the context of a situation first. Then, ask for their perspective: Based on their words and actions, what kind of response do they think they elicited from others? Where does it fall on the scale?

5. Practice "reading the field" together. Situational awareness requires putting pieces of information together to make sense of what's going on, no matter if we're indoors or outdoors. (That's why I use "reading the field" instead of "reading the room.") Situational awareness is as much about knowing what to do at a birthday party as it is about safety awareness while walking through a busy parking lot. Everyday life offers plenty of opportunities to work on these skills in varied contexts.

So the next time you're at the shopping center parking lot with your child, help them "read the field." Here's what that may sound like:

It's Saturday morning. This is when most people are out shopping, so the parking lot will be busy with cars pulling in or pulling out of spaces. Reading the field involves looking at the cars to see if they have their white lights on, which means they're backing out. We don't want to walk too close to the cars, either. We also have to read the field to make sure we're out of the way of drivers looking for a space. When we're in a parking lot we do not look at our phones, because if you're looking at your phone, then you're not reading the field. Learn more about reading the field here.

6. Extracurriculars are essential. Whether sports, music, dance, or another interest, extracurriculars give your child a chance to spend time with their similar-age peers. Require them to participate in an after-school activity; they likely will not take the leap on their own.

7. Help your child remember past social successes. ADHD minds struggle with episodic memory, or recalling the emotions associated with past experiences. That means your child may struggle to recall social experiences they found enjoyable. (It's why they may remember last year's summer camp as "boring" even though they raved about it at the time.) Without the aid of memory, your child may be reluctant to engage in similar social opportunities as they arise. Tap into your child's episodic memory by asking questions about their past social experiences, scrolling through photos, and reminding them of all the ways they had fun and excelled.

8. Don't measure your child's social competency by how they interact with family. Children will often act differently at home than they do in school or with peers. Many children often do not feel the need to use "good social skills" with immediate family. They feel safest with family, and they know there are no social ramifications if they use poor social skills with Mom, Dad, or siblings.
As you help build your child's social skills, here are some important reminders:

Expect defensiveness and resistance. Teenagers may not be eager to engage in self-reflection or listen to what parents have to say. That's because social difficulties are a source of shame (for anyone). You might worry about hurting your child's feelings by broaching the subject. But remember : Your child's peers won't be as interested in protecting their feelings. It's better for your child to hear it from someone who loves them unconditionally, at the expense of temporary discomfort. Avoid falling into the argument vortex or trying to reason with your child about how they're coming across to others. (Remember that because they struggle with perspective-taking, they won't understand how others perceive them.)

Expect inconsistency. ADHD is a condition of inconsistent performance. Your child may make a social breakthrough one day and appear to take several steps back the next - and that's perfectly normal. Be patient. Results will come slowly and with time - not overnight.

Social Skills for Kids with ADHD: Next Steps
The content for this article was derived, in part, from the ADDitude ADHD Experts webinar titled, "Raising Socially Smart Tweens & Teens" [Video Replay and Podcast #390] with Ryan Wexelblatt, LCSW, ADHD-CCSP, which was broadcast live on March 2, 2022. Ryan Wexelblatt, LCSW, ADHD-CCSP is the Founder and Director of ADHD Dude. He creates videos for parents and kids at the ADHD Dude YouTube channel, provides Parent Training and social programs for boys.
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Thank you for reading ADDitude. To support our mission of providing ADHD education and support, please consider subscribing. Your readership and support help make our content and outreach possible. Thank you.

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The Social Executive Function Skills That Elude Kids with ADHD

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Children and teens with ADHD may lose friends because of deficits in social executive function skills - the underlying processes that are involved in social skills ranging from perspective-taking to reciprocity and cognitive flexibility. Here, learn strategies that help them bolster these skills and strengthen their friendships.

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Executive functions (EFs) refer to a family of mental processes that allow us to reason and think before acting, meet new challenges head-on and with flexibility, and stay focused and concentrate, and more. So essential are executive functions to our well-being that they have been described as the mental toolkit for success. Often, EFs can be more predictive of academic and career success than either socioeconomic status or IQ.

To improve any executive function, practice is critical. EFs need to be continually challenged - not just used - to see improvements. (That goes for both children and adults.) However, EF training and practice alone will not achieve the best results. EFs blossom most when we lessen things that impair them (like stress or sadness) and enhance the things that support them (like joy or feelings of belonging).

Executive Functioning Skills: Overview and Activities

There are three core EFs.

1. Inhibitory Control

Inhibitory Control at the Level of Behavior

Inhibitory control of behavior is self-control or response inhibition - resisting temptations, thinking before speaking or acting, and curbing impulsivity. Discipline and perseverance - staying on task despite setbacks or boredom and delaying gratification - require inhibitory control.

Many children, especially those with ADHD or other conditions that impact executive functioning, may have insufficient inhibitory control and thus struggle to curb a behavior they know is wrong or unhelpful. Parents and others may incorrectly assume that this indicates "bad" behavior or a discipline problem when it simply indicates immature inhibitory control.

Inhibitory control of behavior (self-control) improves with activities like the following.

Activities That Improve Inhibitory Control of Behavior

Games like Simon Says (great for all ages).

Dramatic play acting (to practice inhibiting acting out of character).

Playing music with others (to practice waiting until it's your turn to play).

Performing a comedic routine (to practice trying not to laugh at your own jokes).

"Buddy reading," where children pair up and take turns being the reader or listener. The listener receives a simple line drawing of an ear to help the child remember to listen and not speak. (This activity is part of the Tools of the Mind curriculum).

[Get This Free Download: A Guide to Building Foundational Executive Functions]
Inhibitory Control at the Level of Attention

Inhibitory control of attention is focused or selective attention. It's the ability to resist distractions so you can focus, concentrate, and pay attention, and to sustain that focus even when the material is boring (sustained attention).

Activities That Improve Inhibitory Control of Attention

Perhaps the quintessential activity for challenging inhibitory control of attention (selective attention) is singing in a round.

Listening to stories read aloud should improve sustained attention as it requires listeners to work to keep their attention focused without visual aids, such as pictures on the page or puppets acting it out. We found that listening to storytelling improves sustained auditory attention more than does listening to story-reading where the illustrations are shared after each page is read.

Activities that challenge balance as well as focused attention and concentration:

Walking on a log.

Walking on a line. Similar to walking on a log, this activity is as challenging for young children as walking on a log or balance beam is for adolescents and adults. To increase the challenge, children can try to do this while balancing with something on their heads or racing with an egg in a spoon.

Walking with a bell and trying not to have it make a sound can be a fun activity for a group of people of all ages. (It is also great for calming down.)

Activities that challenge fine and gross motor skills as well as focused attention and concentration (It's a general principle that motor development and cognitive development are fundamentally intertwined.):

Household and kitchen chores such as pouring a liquid, spooning beans or peas, carrying a tray full of filled glasses, peeling a vegetable, threading a needle, sewing, etc.

Other ideas: beading, juggling, etc.

[Read: Executive Dysfunction, Explained!]
2. Working Memory

Working memory is the ability to hold information in the mind and to work or play with it. Just holding information in the mind without manipulating it is short-term memory; not working memory. Working memory enables us to:

Mentally play with ideas and relate one idea to another

Reflect on the past or consider the future

Remember multi-step instructions and execute them in the proper order

Remember a question you want to ask as you listen to the ongoing conversation

Make sense of anything that unfolds over time, as this requires holding in mind what happened earlier and relating that to what's happening now

Activities That Improve Working Memory

Perform mental math, like calculating discounts or totals while shopping or calculating scores during a bowling match.

Play a storytelling memory game in a group, where one person starts the story, the next person repeats what was said and adds to the story, and so on.

Hearing stories may improve working memory, as it requires the listener's working memory to remember all the story's details and relate that to new information as the story unfolds without the help of visual aids. Storytelling has been found to improve vocabulary and recall in children more than does story-reading, which is important because vocabulary assessed at age 3 strongly predicts reading comprehension at 9-10 years of age.

Similarly, performing spoken-word or slam poetry should help working memory and attention.

A Note on Computerized Cognitive Training

CogMed® is the computerized method for training working memory with the most and the strongest evidence. But even CogMed® shows little or no transfer to any skill not practiced while doing CogMed® (even quite similar skills) and benefits are no longer evident two years later.

3. Cognitive Flexibility

Cognitive flexibility includes the abilities to:

See an issue or situation from different perspectives

Think about something in a whole new way ("thinking outside the box")

Take advantage of a sudden opportunity

Find a way to succeed despite unexpected problems or barriers

Admit you were wrong after you receive new information

Seamlessly adjust to change or the unexpected

Activities That Improve Cognitive Flexibility

Engage in improvisational activities, like theater, jazz, and dance, which are unsurpassed for encouraging and nurturing creativity and adjusting on the fly.

Play think-outside-the-box games. Come up with creative, unusual uses for everyday objects. You can eat at a table, for example, but you can also hide under it, use it as a percussion instrument, or cut it up for firewood - the list is endless.

Find commonalities between everyday items and make a game of it. Example: How is a carrot like a cucumber? (Shape.) Like an orange? (Color.) Like a potato? (Both grow underground.)

Teachers and parents: Invite children to help you solve a real problem that you are genuinely unsure how to solve. They'll love the challenge and will feel great pride in helping an adult.

Examples of Activities That Improve All Executive Functions

The arts (music, dance, theater, etc.)

Sports, especially open-skill sports like soccer or basketball

Traditional martial arts, which emphasize self-control, discipline, and character development. One study showed that children who practice taekwondo saw greater gains in all dimensions of EFs studied compared to children who took standard physical education classes. Our huge systematic review of all methods tried for improving executive functions found that mindful movement activities (like martial arts, qigong, and tai chi) show the very best results for improving EFs of all the different methods tried.

Wilderness survival

Woodworking

Cooking

Caring for an animal or animals

For younger children, social pretend play

Each of these activities requires planning, cognitive flexibility, perseverance, and creative problem-solving - indeed, all the EFs.

Note: Parents and teachers must draw very explicit analogies between these activities and academic subjects if they want to see skills transfer, as it is not always obvious to children that a skill used in one context applies to another.

Executive Functions: The Roles of Stress and Self-Esteem

State of mind impacts executive functioning skills more than most people realize. The best methods to improve EFs encourage participants to:

believe in themselves and their ability to improve your EFs,

relax (reduce the stress in their life or how stressed they feel about it), and

increase the joy in their lives.

Stress and Executive Functions

Executive functions depend on prefrontal cortex (PFC), a part of the brain responsible for orchestrating thoughts and actions to align with internal goals.

When we are stressed, we can't think clearly or exercise good self-control. One reason for that is that even mild stress floods PFC (but not the rest of the brain) with dopamine, essentially taking PFC offline. Stress also disrupts functional communication between PFC and other neural regions, such as the amygdala. The amygdala sends out alarm signals when it detects danger, real or perceived. It is PFC that calms down the amygdala when there is really no danger, or when the danger has passed. But when communication between PFC and the amygdala gets disrupted, PFC's "calm down" signal to the amygdala doesn't get through. So the amygdala keeps firing and the person remains in a stressed, hyper-vigilant state.

Many of us were taught that people perform better on challenging cognitive tasks when they feel a bit on edge or are under a bit of pressure. The truth is that stress, even extremely mild stress, impairs the executive functions of most people.

Strategies and Ideas to Reduce Stress

Stable routines, predictability, consistency, and clarity about what is and is not permitted all reduce stress.

Treat mistakes as a natural consequence of learning and stretching one's abilities. A growth mindset instills confidence and teaches us to view failed attempts as learning opportunities.

Self-compassion teaches us that we don't have to be perfect.

Ask for help. The western emphasis on self-reliance is wrong and destructive for our mental and physical health. Everyone needs help now and again.

Movement-based mindfulness (like tai chi, and taekwondo) shows the best results for improving EFs over other methods, according to our comprehensive review.

Pets improve mood and reduce stress. Studies show that the presence of a dog in the classroom (whether in preschool, grade school, or university) or in the workplace reduces stress and improves attention and performance.

For Children

Communicate loud and clear that you believe in that child and expect him or her to succeed. If we expect a child to succeed, that child often will, and if we expect a child to not do well, unfortunately the child often won't. (Pygmalion effect.) Children often internalize our expectations of them, and their own expectations for themselves can become self-fulfilling prophecies. What if we told children with ADHD, for example, that a particular test has been designed to be ADHD-friendly, and on this particular test, those with ADHD score as well or better than those without ADHD? Or, what if we told children that ADHD is an advantage for x, y, and z reasons and we know they'll succeed in life?

Assign responsibilities to make children feel important and show that you believe in them.

Emphasize that everyone makes mistakes and that errors are part of learning and improving.

Focus on strengths.

Give do-able challenges. Pride, self-confidence, and joy come from succeeding at something difficult. Sports and other activities allow children to have the experience of repeatedly conquering challenges through effort and practice. It is critical important that the challenges be do-able, however.

Be patient. Feeling rushed can contribute to stress. Give children time and space to figure out how to solve problems on their own.

Overall, support your child's emotional, social, spiritual, and physical well-being. All of these parts are fundamentally interrelated and affect one another.

How to Improve Executive Functions: Next Steps
The content of this article corresponds, in part, to the ADDitude ADHD Experts webinar titled, "Optimizing Executive Functions in Children and Adults with ADHD" [Video Replay & Podcast #383] by Adele Diamond, PhD, FRSC, FAPA, FAPS, FSEP, which was broadcast live on December 14, 2021. ² Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20-29. https://doi.org/10.1016/j.jecp.2009.11.003 ⁴ Gallets, M. (2005). Storytelling and story reading: A comparison of effects on children's memory and story comprehension." Electronic Theses and Dissertations. Paper 1023. https://dc.etsu.edu/etd/1023 ⁷Roberts et al. (2016). Academic outcomes 2 years after working memory training for children with low working memory: A randomized clinical trial. JAMA Pediatrics, 170(5), e154568. https://doi.org/10.1001/jamapediatrics.2015.4568 ⁹ Diamond, A. & Ling, D. S. (2019). Review of the evidence on, and fundamental questions about, efforts to improve executive functions, including working memory. In J. Novick, M.F. Bunting, M.R. Dougherty & R. W. Engle (Eds.), Cognitive and working memory training: Perspectives from psychology, neuroscience, and human development (pp. 143-431). NYC, NY: Oxford University Press. ISBN:978-0199974467. Available for free download at: http://www.devcogneuro.com/Publications/Diamond_Ling_2020_efforts_to_improve_EFs_whole_chapter.pdf
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Adele Diamond, Ph.D., FRSC, FAPA, FAPS, FSEP

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How to Sharpen Executive Functions: Activities to Hone Brain Skills

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Executive functioning skills range from working memory to cognitive flexibility to inhibitory control, and beyond. They power our daily functioning, future planning, and mental/physical health. Here, learn how to improve core EFs through recommended activities, exercises, and games.

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ADHD is a development delay in executive functioning.

Executive functioning is a term used to describe the processes that happen in the pre-frontal cortex of the brain - its operating system. Anybody who has ADHD has lagging executive function skills. Sometimes it can appear that they do not if they are really motivated and learn how to compensate early, but essentially ADHD is lagging executive function skills.

A child with ADHD has a two- to three-year delay in their executive function skills, which means a 7-year-old has the executive function skills of a 4- or 5-year-old. A 13-year-old's EF age is between 10 and 11, and a 19-year-old's EF age is about 16. Would you send a 16-year-old off to college? That is something you need to take into consideration when planning for post-high-school options, for example.

Your expectations for your son or daughter need to match their EF age. To help them improve their executive function skills, change the way you use language and implement strategies to build skills and cultivate independence. The sooner you start this, the better.

Kids cannot improve their executive function skills on their own by watching a webinar or reading a book. Parents have to create the scaffolding and change the way they use language if they want to see improvement in their child's EF skills.
[Free Download: Boost Your Teen's Executive Functions]
Executive Function Deficits Common in Kids with ADHD

1. Difficulty with self-directed talk, or what I call a child's 'brain coach.' We all have an internal dialog in our heads. When someone's brain works with ADHD, the volume on this brain coach is turned down too low if it's something that is not interesting to them.

2. Non-verbal working memory. Kids with ADHD have difficulty with future thinking skills, which is why it doesn't work to say, "If you do all your chores this week, you can have extra video game time this weekend." The time horizon is too far into the future for them, so the reward feels too abstract.
[Free Download: How Executive Dysfunctions Manifest at School]
If your child has ever done their homework but forgotten to hand it in, it's because she didn't visualize herself handing in the work. If your son just sits there in the morning and you have to guide him through each step of getting ready, it's because he's not visualizing himself doing that routine.

3. Sensing the passage of time. If your child ever lacks a sense of urgency or spends more time complaining about a chore than it would actually take to do the chore, that is because he has difficulty sensing the passage of time. Typical strategies like visual timers or checklists may keep a child on track, but it will not help them build stronger executive function skills.

4. Ability to sustain attention to non-preferred tasks or subjects. ADHD is not an inability to pay attention. When someone with ADHD finds something interesting, they can fully pay attention and even notice details that others don't see. That can really help them in life, particularly when they find a career path that works for them. If your son ever starts yelling at you and gets really upset when you tell him it's time to get off video games, that is not a behavior issue; it is an executive function - he wasn't prepared for the transition from a preferred task to a non-preferred task.

Common Misperceptions of Executive Function Among Parents

1. Intelligence has nothing to do with executive functioning, so please don't say things like "You're so smart; why do you always forget to hand in your homework?" It's also not helpful to say things like, "Think before you act," because you're asking your child to do something that their brain is not capable of doing yet.

2. Lagging executive function skills often appear behavioral in nature to the untrained eye. Counseling or talk therapy is not going to address lagging EF skills.

3. It's natural for parents of kids with ADHD to act as their executive functioning, but this creates prompt-dependence, which means kids become over-dependent on their parents to act as their executive functioning rather than developing their own. The problem with this is that it can further delay the development of EF skills. Kids learn that, if they act helpless, things will be done for them.

It's never too late for your son or daughter to improve their EF skills and develop independent. When kids realize their abilities and that they can do tasks independently, it builds their confidence.

WATCH THE FULL VIDEO BELOW

Executive Function and ADHD: Next Steps

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Ask your question about ADHD in boys here!
Ryan Wexelblatt, LCSW is the facilitator of the ADHD Dude Facebook Group and YouTube channel.

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What Parents Misunderstand About Executive Function

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A 7-year-old with ADHD has the executive functioning skills of a 4- or 5-year-old. A 13-year-old's EF age is between 10 and 11. Your expectations for your child need to align with their EF age, and your strategies for scaffolding probably need to change accordingly.

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Digital Literacy in Motion: (11 x 8.5 in)

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Check out this 11 x 8.5 in designed by JoDee.

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These are slides from our workshop with Reign in 2025 that explain her tutoring of two neuro-divergent students and the success they experienced.

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Help your students who struggle with mathematics 6-12

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Introducing techniques of measurement activity

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Introducing techniques of measurement activity

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Strategies for elementary Math understanding

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Strategies for elementary Math understanding

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The camera head can be moved around so the image reads correctly. This photo is camera flipped to right = image is right reading

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Switching between Okiocam and computer camera.

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Using Okiocam for docs and show your image in google meetings.

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Using Okiocam for docs and show your image in google meetings.

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1. plug in Okiocam before joining Google Meet.
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NSTA offers joint memberships with the Society for College Science Teachers (SCST), the Council for Elementary Science International (CESI), and select NSTA-recognized state chapters. Join two organizations and take advantage of discounted membership dues with both. *Joint memberships can only be purchased in one year increments

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The website contains over 94 different math topics with over 1223 unique worksheets.
These math worksheets are a great resource for Kindergarten through 12th grade.
They may be customized to fit your needs and may be printed immediately or saved for later use. These math worksheets are randomly created by our math worksheet generators, so you have an endless supply of quality math worksheets at your disposal. These high quality math worksheets are delivered in a PDF format and includes the answer keys. Our math worksheets are free to download, easy to use, and very flexible. A detailed description is provided in each math worksheets section.

The flexibility and text book quality of the math worksheets, makes Math-Aids.Com a very unique resource for people wanting to create and use math worksheets. The answer key is included with the math worksheets as it is created. Each math topic has several different types of math worksheets to cover various types of problems you may choose to work on.

We are dedicated in building the best dynamic Math Worksheets for our users.

We currently have math worksheets for the following topics, Addition, Algebra 1, Algebra 2, Decimals, Division, Estimation, Even and Odd, Exponents, Fact Family, Factors, Flash Cards, Fractions, Function Tables, Geometry, Graph, Graph Paper, Graphing, Greater Than Less Than, Hundreds Chart, In and Out Boxes, Integers, Kindergarten, Logic, Mean Mode Median & Range, Measurement, Mixed Problems, Money, Multiplication, Number Bonds, Number Lines, Number Systems, Order of Operations, Patterns, Percent, Place Value, Pre-Algebra, Probability, Properties, Pythagorean Theorem, Radicals, Ratios, Rounding, Significant Figures, Skip Counting, Subtraction, Telling Time, Venn Diagrams, Word Games and Word Problems.

We are adding new math worksheets to the site every day so visit us often. We will be glad to design any math worksheets you might need for your Lesson Planning. Just Contact Us, we will be happy to assist you.

Teachers and Home schoolers use the math worksheets on this website to measure the children's mastery of basic math skills, give extra practice, homework practice, and save precious planning time.

Parents use the math worksheets on this website to give their children extra practice with essential math skills. Using the math worksheets over breaks and during the summer will allow children to stay sharp and get ready for the upcoming school term.

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Dynamically Created Math Worksheets for Addition, Subtraction, Multiplication, Division, Time, Fractions, Kindergarten and more Math Topics.

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What's Next? Vol 2 Solving Problems with Patterns

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What's Next? Vol 2 Solving Problems with Patterns

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from James Taylor

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What's Next Vol 1: Solving Problems with Patterns

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What's Next Vol 1: Solving Problems with Patterns

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From James Taylor

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A program for drilling math facts

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A program for drilling math facts

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Program for systematically drilling math facts

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Program for systematically drilling math facts

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5 - 5th Grade Math Pre-Assessment Beginning of Year Math Test Intervention Tool

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Beginning of year baseline assessment

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4 - 4th Grade Math Pre-Assessment Beginning of Year Math Test Intervention Tool

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Beginning of year baseline assessments

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3 - 3rd Grade Math Pre-Assessment Beginning of Year Math Test Intervention Tool

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Beginning of year baseline assessments

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2 - 2nd Grade Math Pre-Assessment Beginning of Year Math Test Intervention Tool (1)

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http://nlvm.usu.edu/en/nav/vlibrary.html

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Beginning of year baseline assessment

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https://phet.colorado.edu/en/simulations/filter?sort=alpha&view=grid

https://mathcircles.org/activities/

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Open your own ReadWorks account--it's free. You can use the materials for assessment, practice, read aloud-whatever is appropriate for your student. Readworks will also automatically track student progress for you-if your student enters his/her answers online.
Go to ReadWorks.com

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Improve your students' reading comprehension with ReadWorks. Access thousands of high-quality, free K-12 articles, and create online assignments with them for your students.

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summary of skills for one year

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summary of skills for one year

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summary of skills for one year

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summary of skills for one year

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summary of skills for one year

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summary of skills for one year

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summary of skills for one year

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summary of skills for one year

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summary of skills for year

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summary of skills for year

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summary of skills for year

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summary of skills for year

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summary of skills

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Summary of skills for year