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Executive Skills Questionnaire

It will ask for a code. Any number sequence will work.

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Your/your student's responses to the questionnaires on this web site are entirely voluntary and may be used ANONYMOUSLY in ongoing research by Peg Dawson, EdD, Julia Strait, PhD, and their professional colleagues. You can fill out the questionnaires on this website if you agree to this.

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Use the resource below as well as the previous website to complete the following task:

In your assigned breakout groups, discuss the one area of Executive Functioning  you are assigned and how it relate with the Universal Design for Learning Guidelines.

The youngest member of your group will write a summary statement in the box below (click the three dots to edit post).

That same spokes person will have up to 1 minute to share their contribution with the whole group after the activity is finished.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Explore the listed AT in the following Padlet. Add AT and/or resources to support executive functioning

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For this session you will be asked to interact with this Padlet in the following ways:

Navigation - This Padlet has several columns and you should see a scroll bar at the bottom of the window.  Move the scroll bar side to side to navigate to all the columns.
You will also notice scroll bars on some of the posts on the right hand side that you can use to navigate to the bottom of the posts.

Add a Post - Click on the plus sign to add a post. You can include images, links, etc.

Add a Comment - Below each post, you should see the words "Add Comment"

Links - Several posts have links attached. Just click the image at the end of the post and it will open a new tab to that website.

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Give your one or two word definition of "Transition" in the MentiMeter

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Use the website below as a resource for your group discussion on your assigned area of executive functioning in relation to your students (room # = Executive function)

Possible discussion points:
What do we already know about this area?
What do we want to explore about this area?
How do my students exhibit skill or lack of skill in this area?

One member of your group will add your comments to this post and another member will share out (1 minute maximum) to the whole group after the activity is finished.

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Addvantages Learning Center | South Jersey

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Brain Training for those with Executive Functioning Skills Deficits

Executive functioning skills are comprised of a set of cognitive processing skills which are necessary to learn, work, live, and function on a daily basis. We have known about executive functioning skills for years because they have been and continue to studied by neuroscientists. Why then is executive functioning the new 'buzz word?' It's basically like teaching an old dog a new trick. The thinking goes something like this...... this is the way we have always done it and we will continue to do it. Change is avoided by staying in the comfort zone by ignoring 21st century scientific research and new technology. 'Executive functioning is so 'popular' now that when schools and even private practitioners promote, it's implied they are using the latest methods to develop them. In reality, most are simply teaching ways to go around them by using strategies and study skills. This does nothing to enable students to become independent learners! Would you rather walk rather with a cane the rest of your life or get an operation that goes to the source to fix it? I think I know what your answer would be!

FREE 30 Minute Session

When EFS are not remediated the impact on school is profound and will continue to hold students of all ages back the rest of their lives. They are at a greater risk failing, expulsion, dropping out of school and trouble holding down jobs and to become financially independent. It's often unrecognized by many parents and teachers. It's an invisible problem that can easily be mistaken for laziness because others can only see 'the tip of the iceberg' and not the base that supports it.

Executive Functioning Skills are a Set of Skills Needed to be Independent in ALL areas of Life

Impulse Control
Ability to think before speaking, resist temptation, think about choices and consequences of behaviors before acting.

Flexible Thinking
Ability to think about different ways to solve problems, adjust to new situations, learn from mistakes, cope with routine changes, try new things, switch from task to another, and learn new things.

Emotional Control
Ability to regulate emotions, choosing which emotions are appropriate in any given situation, maintaining emotions under pressure.

Working Memory
Ability to follow instructions, pay attention, use relevant information while in the middle of an activity.

Self-Monitoring
Ability to have self-awareness of how one is doing in the moment to make adjustments of actions/behaviors to the current situation.

Planning and Prioritizing
Ability to plan daily tasks to meet short and long-term responsibilities.

Task Initiation
Ability to motivate self to begin tasks by directing behaviors and actions.

Organization
Gather and keep track of information and belongings.

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Executive Functioning - Addvantages Learning Center | South Jersey

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Brain Training for those with Executive Functioning Skills Deficits Executive functioning skills are comprised of a set of cognitive processing skills which are necessary to learn, work, live, and function on a daily basis. We have known about executive functioning skills for years because they have been and continue to studied by neuroscientists.

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As we are coming into the session after the break, individually decide if you believe Executive Functions should be compensated or remediated.

Add a post (click on plus sign) and title it with the belief you chose. Provide text, images, drawings, links to support your argument.

IF YOU ARE NEW: Take a moment to review the PADLET TO THE LEFT

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If you did not get the opportunity to take the Screener under Intro, go ahead.

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Big Timer is a fullscreen countdown timer for workshops, presentations and meetings in your browser

Please go to bigtimer.net in a browser with javascript enabled to use Big Timer.

Do you have Javascript enabled?

Press CMD+Shift+R on a Mac or CTRL+Shift+R on Windows to force-reload the page. If that doesn't help, please clear your browser history for bigtimer.net.:

Chrome

1. Press CMD+Y on a Mac or CTRL-H on Windows

2. Search bigtimer in your history

3. Select all instances of Big Timer in the search results

4. Press the three dots on the right

5. Remove the website from Chrome's history

Firefox

1. Press CTRL-H on Windows or, on a Mac, go to History > Show all history

2. Search bigtimer in your history

3. Select all instances of Big Timer in the search results

4. Right-click

5. Click Remove pages

Safari on MacOS

1. Press CMD+Y

2. Search bigtimer in your history

3. Select all instances of Big Timer in the search results

4. Click Edit

5. Click Delete

Safari on iOS

1. Go to your homescreen

2. Tap Settings

3. Scroll down and tap Safari

4. Tap Advanced at the bottom

5. Tap Website Data

6. Find bigtimer.net

7. Swipe left on bigtimer.net, press delete

If you don't see Big Timer in your history, javascript may be disabled in your browser after all.

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Big Timer: A fullscreen countdown timer for workshops, presentations and meetings

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Facilitating a workshop and having the group stick to the program is not always easy. Especially when it's a good session. The group of important stakeholders is all enthusiastic and they just can't stop discussing which idea is the best. Now Big Timer is there to help you end the session in time!

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Take 1 minute to add your personal definition or example of executive function in the comments below (click "add comment").

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Sabine Doebel: How your brain's executive function works -- and how to improve it

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You use your brain's executive function every day -- it's how you do things like pay attention, plan ahead and control impulses. Can you improve it to change for the better? With highlights from her research on child development, cognitive scientist Sabine Doebel explores the factors that affect executive function -- and how you can use it to break bad habits and achieve your goals.

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Contact Information

Access & Equity

www.accessequity.net

accessequityinfo@gmail.com

Twitter: @access_equity

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O'Leary's - Transition Activities and Strategies 

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O'Leary's - Transition Activities and Strategies 

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On the collaborative google doc, list examples of how to incorporate EF into a student's transition plan.

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The jobs and social connections are not going to be as accommodating as the school or medical systems. Remediate as much as possible :)

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Lros305727@gmail.com

Twitter: @LATR305727

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jessicamckay08@gmail.com

Twitter: @jaymckay08

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desertsensai@gmail.com

Twitter: @desertsensai

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How would you summarize our exploration/discussion of EF and UDL?

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We did organization and a great tool that gives you game points for utilizing checklists

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We did organization and a great tool that gives you game points for utilizing checklists

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https://habitica.com/static/home

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Overall, sustaining effort and persistence relates to organization. Also optimizing individual choice and autonomy.

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I believe it could be either depending upon the student and their needs. There is no one size fits all in education.

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I believe it could be either depending upon the student and their needs. There is no one size fits all in education.

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It's a part of the brain not firing correctly (for whatever reason) and need direct instruction to remediate and work around strategies to compensate.

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I think there are specific parts of executive functioning (like memory) that can be remediated to a certain degree.  The brain does have a certain amount of plasticity.  However, I think compensatory strategies are going to be most beneficial for the majority.

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I think there are specific parts of executive functioning (like memory) that can be remediated to a certain degree.  The brain does have a certain amount of plasticity.  However, I think compensatory strategies are going to be most beneficial for the majority.

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both - teach strategies to build deficits, but compensate for as the skills are developing. 

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both - teach strategies to build deficits, but compensate for as the skills are developing. 

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Depends on the EF, possibly the disability.