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http://www.brighthubeducation.com/special-ed-learning-disorders/127953-exercising-the-executive-function-of-mental-flexibility/

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http://www.brainline.org/content/2011/11/brainstars-initiation.html

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Comparing the teenage brain to the adult brain

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Overview | How is the adolescent brain different from the adult brain? What have neuroscientists discovered about the teenage brain through brain imaging technology? What implications does brain imaging research on teenagers have for reconsidering societal rules and responsibilities for this age group? In this lesson, students review recent scientific research on the teenage brain and hold a symposium on paper to discuss its implications to topics related to teens' freedom and accountability.

Materials | Video projection equipment, computers with Internet access (optional), chart paper, highlighters, scissors, tape

Warm-up | In their journals, students create a two-column chart with the headings "Adult Brain" and "Teen Brain," or provide students with The Learning Network's Venn Diagram handout (PDF). Have students use the graphic organizer to compare and contrast the adult brain with the teenage brain as they watch the following video clips.

Students record their observations as they view Part 2 of the 2002 Frontline series "Inside the Teenage Brain: The Wiring of the Adolescent Brain."

You might also have students view this 2008 video of scientist Silvia Bunge as she discusses research in adolescent brain development taking place at UC Berkeley. Remind students to add information to their chart or Venn diagram as they watch.

After the video clips, invite students to review what they learned. If needed, review the definitions of key terms, such as prefrontal cortex and MRI.

Then lead a discussion. Ask: How are adolescent brains different from adult brains? What methods are neuroscientists using to learn about these differences? What teen behaviors do researchers suggest are connected to differences in the prefrontal cortex of the adolescent brain?

Continue by discussing the applications and ramifications of this research. Ask: How might this research be applied? What do you think we as a society should do to respond to research that shows teenage brains are different than adult brains? If students need help thinking through these questions, suggest that they think about such things as teen drivers' licensing laws, criminal sentencing, the amount of freedom teens are given by parents, and so on.

Write each student answer on a separate piece of chart paper or on a separate area of the board. Explain that they will be returning to this question; later in the class, you will post these pieces of paper around the room for students to add to.

Related | In The New York Times article "A Conversation with Laurence Steinberg," Claudia Dreifus discusses adolescent behavior and adolescent brain biology with Dr. Steinberg, a developmental psychologist at Temple University, who explained the link between brain development and adolescent behavior:

In the last five years, as neuroscience has moved forward with functional magnetic resonance imaging and with research on animals, there have been dozens of new studies of adolescent brain development. These show that the brain systems providing for impulse control are still maturing during adolescence. [...]

Moreover, we're seeing that behavior can change once the brain more fully matures. Take thrill-seeking, for instance. What happens is that when people move out of adolescence, they become less interested in it. For example, I can't stand riding on a roller-coaster now. I liked it as a teenager. I can't stand driving fast now. I liked driving fast when I was a teenager. What has changed? I'm not as driven today by this thrill-seeking sensation. And in our studies, we've shown that there is a kind of normative decline in sensation-seeking after middle adolescence. A lot of adolescent crime is driven by thrill-seeking.

Read the entire interview with your class, using the questions below.

Questions | For reading comprehension and discussion:

1. As you read Dr. Steinberg's descriptions of teenage behavior, write down your reaction to phrases such as "more impulsive," "thrill-seeking," or "more easily coerced." To what extent do you feel that they describe you and your peers? Why?

2. Where is the prefrontal cortex and what brain processes is it involved in? What have neuroscientists learned about this part of the brain in teenagers?

3. Does the study showing that "just having friends nearby doubles the number of risks" adolescents take resonate with you? Does the fact that "a part of the brain is activated by the presence of peers in adolescents" excuse teens from succumbing to peer pressure?

Activity | Tell students that they will be holding a mini-symposium on the teenage brain. Explain that the goal of the event will be to review some of the recent literature and imaging research on the adolescent brain, and then discuss how it might apply to this guiding question: What implications does brain imaging research on teenagers have for reconsidering societal rules and responsibilities for this age group?

Put students into small work groups. Begin by having the groups watch, read and explore the following features, articles and videos on adolescent brain development. Have students continue to add to their charts or Venn diagrams as they pull information from a variety of sources. Also have students highlight the main ideas, facts and details that are the most important to them or that they feel connect to the overall guiding question. You might wish to remind students of useful reading skills, such as skimming and scanning the articles first.

If Internet access is available, have students view the New York Times interactive feature on the child's developing brain. It provides a visualization and description of how the brain changes from age 4 through 21.

Then students can begin to review some of the research using the "Brain Briefing" from the Society for Neuroscience and this article on the results of an NIMH Brain Imaging Project on the teenage brain, led by Dr. Jay Geidd, MD. Both articles focus on the development of gray matter in the adolescent brain.

For a different viewpoint on adolescent brain development, have the class watch Dr. Greg Berns from Emory University in the YouTube video clip titled "Growing Up: The Teenage Brain." Students might also watch Dr. Berns in this clip discussing society's changing definition of adulthood. To learn more about Dr. Berns research on the development of white matter during adolescence, students might read this article from Scientific American; more advanced students might be encouraged to look at his research article in full.

Then, when you are satisfied students have a strong understanding of some of the research and findings, announce that the class will now hold a "symposium on paper." Post the pieces of chart paper from the initial activity in stations around the room. Remind students that they identified these topics as areas where the research on adolescent brain development might influence or affect societal thoughts or beliefs.

Bring students' attention back to the focus question: "What implications does brain imaging research on teenagers have for reconsidering societal rules and responsibilities for this age group?" Explain that groups will use the research, including their highlighted articles and graphic organizers, to respond to the guiding question as it relates to each station around the room.

For example, at a station on "criminal sentencing," one group might cite Dr. Steinberg's or Dr. Geidd's research to make an argument against teens being tried as adults. Another group might counter this with the research on the role and development of white matter in the brain and what it suggests to them about reasonable consequences for teen offenders.

Students should rotate around the room, continuing these "conversations on paper." They might even cut out relevant facts and details they highlighted earlier, paste them on the chart paper and then write down how it is connected to the overarching theme at that station, developing a class "collage" on the topic.

After students have had time to rotate to at least three to four stations, either give students time to move around the room and review each chart paper sheet or reconvene the entire class and review what was written at each station together as a group. Highlight one or two written responses to read aloud from each station.

Then hold a discussion, allow students to further explain their responses and try to synthesize all of the information. Invite students to think about and discuss the implications for them personally: What types of responsibilities do you feel teens are ready for? How would like to see societal rules change? How does the research support your opinions?

Going further | Individually, students apply what they have learned about the teenage brain to a school or town rule that affects teens, such as a town curfew, skateboard or loitering laws, rules about driving to school, cafeteria rules and regulations or student judiciary committee procedures. Should the rule change to reflect what we know about adolescent neurology, and if so, why? Have students prepare a presentation or write an editorial for the school or local newspaper presenting their case.

They might also culminate their learning by responding to the Student Opinion question "When Should a Person Be Considered an Adult?", taking into account and commenting on the scientific findings discussed in class.

Students might also evaluate their own attitudes toward risk-taking with this questionnaire.

To go further, see these Learning Network lessons on teen health issues: Staying Healthy (on binge drinking), No License to Drive (on safe driving practices for teens), Mom, Dad, It's Not as Bad as You Think (on teen sexuality) and Too Much Time on Their Hands (on underage drinking).

Finally, students interested in imaging technology could make a "How-It-Works" poster showing the different ways scientists are able to scan the brain and what these pictures tell us about the brain.

Standards | From McREL, for grades 6-12:

Behavioral Studies
3 - Understands that interactions among learning, inheritance, and physical development affect human behavior

Family/Consumer Sciences
10 - Understands how knowledge and skills related to child development affect the well-being of individuals, families, and society

11 - Understands the nature of scientific knowledge
12 - Understands the nature of scientific inquiry
13 - Understands the scientific enterprise

Health
10 - Understands the fundamental concepts of growth and development

Technology
3 - Understands the relationships among science, technology, society, and the individual

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Catherine Hutchings and Holly Epstein Ojalvo

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What Were They Thinking? Exploring Teenage Brain Development

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Overview | How is the adolescent brain different from the adult brain? What have neuroscientists discovered about the teenage brain through brain imaging technology? What implications does brain imaging research on teenagers have for reconsidering societal rules and responsibilities for this age group?

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This a quick test of working memory and selective attention.

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Intended for elementary and secondary school students and teachers who are interested in learning about the nervous system and brain with hands on activities, experiments and information.

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Executive Skills Powerpoint by Peg Dawson 

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Executive Skills Powerpoint by Peg Dawson 

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Exec Functioning Questionnaire and intervention plan (1)

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What Is Executive Functioning? | 8 Key Executive Skills Explained - Understood

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What Is Executive Functioning? | 8 Key Executive Skills Explained - Understood

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About the Author

The Understood Team is composed of writers, editors and community moderators, many of whom have children with learning and attention issues.

Reviewed by

Philip David Zelazo, Ph.D., is the Nancy M. and John E. Lindahl Professor at the Institute of Child Development, University of Minnesota.

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About the Author The Understood Team is composed of writers, editors and community moderators, many of whom have children with learning and attention issues. Reviewed by Philip David Zelazo, Ph.D., is the Nancy M. and John E. Lindahl Professor at the Institute of Child Development, University of Minnesota.

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Executive Function Strategies for Organization

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Executive Function Strategies for Organization

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Executive Function Strategies for Cognitive Flexibility

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Executive Function Strategies for Cognitive Flexibility

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Classroom Interventions for Executive Functions

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Classroom Interventions for Executive Functions

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Lazy Kid or Executive Dysfunction? | LD Topics | LD OnLine

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Lazy Kid or Executive Dysfunction? | LD Topics | LD OnLine

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Lazy Kid or Executive Dysfunction? | LD Topics | LD OnLine

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LD OnLine is the leading website on learning disabilities, learning disorders and differences. Parents and teachers of learning disabled children will find authoritative guidance on attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and related disorders.

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Helping Children with Executive Functioning Problems Turn In Their Homework | LD Topics | LD OnLine

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Helping Children with Executive Functioning Problems Turn In Their Homework | LD Topics | LD OnLine

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using technology to compensate for organizational weaknesses

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Helping Children with Executive Functioning Problems Turn In Their Homework | LD Topics | LD OnLine

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How can you help the child who does his homework, but then forgets to turn it in? Learn to help children with executive functioning problems plan and organize by reading these strategies.

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Helping Children with Executive Functioning Problems Stop Irritating Behavior | LD Topics | LD OnLine

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Helping Children with Executive Functioning Problems Stop Irritating Behavior | LD Topics | LD OnLine

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Helping Children with Executive Functioning Issues Manage Behaviors | LD Topics | LD OnLine

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LD OnLine is the leading website on learning disabilities, learning disorders and differences. Parents and teachers of learning disabled children will find authoritative guidance on attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and related disorders.

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Helping Children with Executive Functioning Problems to Manage Physical Impulsiveness | LD Topics | LD OnLine

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Helping Children with Executive Functioning Problems to Manage Physical Impulsiveness | LD Topics | LD OnLine

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Helping Children with Executive Functioning Problems to Manage Physical Impulsiveness | LD Topics | LD OnLine

# data[].attributes.attachment_link.description
LD OnLine is the leading website on learning disabilities, learning disorders and differences. Parents and teachers of learning disabled children will find authoritative guidance on attention deficit disorder, ADD, ADHD, dyslexia, dysgraphia, dyscalculia, dysnomia, reading difficulties, speech and related disorders.

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What Is Executive Functioning? | LD Topics | LD OnLine

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What Is Executive Functioning? | LD Topics | LD OnLine

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The executive functions all serve a "command and control" function; they can be viewed as the "conductor" of all cognitive skills.

Executive functions help you manage life tasks of all types. For example, executive functions let you organize a trip, a research project, or a paper for school.

Often, when we think of problems with executive functioning, we think of disorganization. However, organization is only one of these important skills.

The term "executive functioning" has become a common buzzword in schools and psychology offices. This is more than just a passing fad. In fact, neuropsychologists have been studying these skills for many years. We believe that the focus on executive functioning represents a significant advancement in our understanding of children (and adults!) and their unique profile of strengths and weaknesses.

A Formal Definition of Executive Functioning

Now (drum roll please), here is a formal definition of executive functioning:

The executive functions are a set of processes that all have to do with managing oneself and one's resources in order to achieve a goal. It is an umbrella term for the neurologically-based skills involving mental control and self-regulation.

What mental control skills are covered under this umbrella? Different researchers and practitioners have their own favorite lists, although the overall concept is basically the same. We use the list proposed by Drs. Gerard A. Gioia, Peter K. Isquith, Steven C. Guy, and Lauren Kenworthy. These psychologists developed their understanding of executive functions through sound research and created a rating scale that helps parents, teachers, and professionals understand a particular child and think more specifically about how to help.

Before looking at the list of specific characteristics encompassed by the broad category of executive functions, we'd like to provide an example that makes the concepts more concrete.

Understanding Executive Functions by Looking at Life without Them

Thinking about what life is like for someone with weak executive functioning gives us a better understanding of the way these core skills affect our ability to manage life tasks. In the interest of making the concepts immediately relevant and meaningful, our example focuses on an adult, since we assume that most people reading this book are adults, too. Throughout the rest of the book we've included mostly examples of executive functioning in younger people.

The Road Trip without a Map

We'd like to tell you a story about our friend, Robin, who lives life without the benefit of strong executive functioning. Robin is a composite of many individuals we have known, and she struggles with weaknesses in executive skills, despite her well-intentioned efforts to reform herself.

One day in May, Robin gets a phone call from her Aunt Sue in Merryville, Missouri. Aunt Sue is planning a family reunion in July, and she wants to know if Robin and her family can come. All of the extended family will be there. The little town will be overrun with relatives and it is going to be a great corralling of the family from all across the United States. Robin is excited at the prospect and eagerly says, "Of course we'll be there! We wouldn't miss it!"

Aunt Sue gives Robin all the particulars, including the dates of the reunion and places to stay. Robin rummages around in the kitchen junk drawer for a pencil while her aunt talks, but she never does find one with a point on it. She promises to herself to find a pencil and write down all the details just as soon as she gets off the phone. But by the time she hangs up, she can't remember the specifics. She makes a mental note to call back soon to get the dates.

That evening, Robin excitedly tells her husband and two children about the reunion. Her husband asks when it will take place. "Some time in July. I don't remember exactly." He says, "Well, please find out this week because I have to request vacation time at work." Their fifteen-year-old son exclaims, "Hey, I thought July was when I was supposed to go to Band Camp!" "Didn't you remember?" Robin's daughter practically shouts, "I'm going to Ocean City with Julie and her family sometime in July." Robin blows up at them all, yelling, "Why are you all being so negative? This is supposed to be fun!"

About once a week, Robin's husband reminds her to get the information about the reunion. She promises to do so. (And she really means to get around to it!) Finally, in June, Robin's husband gets very annoyed and says, "Do it now! I'm going to stay right here in the kitchen until you call!" Robin makes the call and gets the dates as well as the other particulars. Her husband harrumphs around the house the rest of the evening because now he has only three weeks left before the requested time-off. Luck is on their side, though, because he manages to arrange the vacation around work, and the reunion dates do not conflict with the kids' activities.

Over the next three weeks, thoughts about the trip float through Robin's head from time to time. She thinks about how the kids will need to have things to do in the car since it's a long trip. She thinks about taking food and snacks for the ride. She thinks about getting her work at the office cleared up in advance so she can be free of commitments for the vacation. She thinks, "I really should take care of that stuff."

A few days before it is time to leave for the two-day drive to Missouri, she starts piling stuff into the van, including clothes and other supplies. (You can only imagine what the inside of this van looks like!)

Finally, it's time to pile the people into the van, too. On the way out of the house, one of the kids asks, "Who will be taking care of the cats while we're gone?" Robin moans, "Oh no! I forgot about that. We can't just leave them here to die and there's no one to take care of them! Now we can't go. What will we tell Aunt Sue?" Her husband takes over, and starts calling around the neighborhood until he finds a teenager who can do the pet sitting. The crisis passes. The cats will be fine.

So, they're off. Robin's husband drives the first shift. He pulls out of the neighborhood, gets onto the main highway, and then asks, "So, what's the game plan? What's the route?" Robin answers, "Missouri is west, so I know we have to go west." He looks at Robin incredulously and says, "You don't know any more details than that? Well, get out the map. We can't just head west with no more information that that!" And, of course, Robin says, "What map? I don't have a map." Robin's husband sighs and shakes his head. "Oh no! Another road trip without a map! Why didn't you tell me you were having trouble getting it all organized? I could have helped." Robin replied, "I didn't have any trouble. Everything is fine. We're in the car, aren't we? We'll get there. What are you so upset about?"

Do you think Robin had made reservations for where to stay along the way? Do you think she had planned out how much cash they would need for the trip or made it to the bank ahead of time? These and many other details, of course, had escaped planning.

A List of Executive Functions

With this example as a base, let's turn back to the question of what specific abilities are covered under the umbrella term of executive functioning. Below is the list of executive functions from Dr. Gioia and his colleagues. We've included a specific illustration of each executive function from our case study of Robin in parentheses after each definition.

1. Inhibition - The ability to stop one's own behavior at the appropriate time, including stopping actions and thoughts. The flip side of inhibition is impulsivity; if you have weak ability to stop yourself from acting on your impulses, then you are "impulsive." (When Aunt Sue called, it would have made sense to tell her, "Let me check the calendar first. It sounds great, but I just need to look at everybody's schedules before I commit the whole family.")

2. Shift - The ability to move freely from one situation to another and to think flexibly in order to respond appropriately to the situation. (When the question emerged regarding who would watch the cats, Robin was stymied. Her husband, on the other hand, began generating possible solutions and was able to solve the problem relatively easily.)

3. Emotional Control - The ability to modulate emotional responses by bringing rational thought to bear on feelings. (The example here is Robin's anger when confronted with her own impulsive behavior in committing the family before checking out the dates: "Why are you all being so negative?")

4. Initiation - The ability to begin a task or activity and to independently generate ideas, responses, or problem-solving strategies. (Robin thought about calling to check on the date of the reunion, but she just didn't get around to it until her husband initiated the process.)

5. Working memory - The capacity to hold information in mind for the purpose of completing a task. (Robin could not keep the dates of the reunion in her head long enough to put them on the calendar after her initial phone call from Aunt Sue.)

6. Planning/Organization - The ability to manage current and future- oriented task demands. (In this case, Robin lacked the ability to systematically think about what the family would need to be ready for the trip and to get to the intended place at the intended time with their needs cared for along the way.)

7. Organization of Materials - The ability to impose order on work, play, and storage spaces. (It was Robin's job to organize the things needed for the trip. However, she just piled things into the car rather than systematically making checklists and organizing things so important items would be easily accessible, so the space would be used efficiently, and so that people and "stuff" would be orderly and comfortable in the car.)

8. Self-Monitoring - The ability to monitor one's own performance and to measure it against some standard of what is needed or expected. (Despite the fact that they're off to Missouri without knowing how to get there, with almost no planning for what will happen along the way, and without a map, Robin does not understand why her husband is so upset.)

The executive functions are a diverse, but related and overlapping, set of skills. In order to understand a person, it is important to look at which executive skills are problematic for her and to what degree.

For strategies to help children with Executive Function Disorder, also excerpted from Late, Lost, and Unprepared by Joyce Cooper-Kahn, Phd. and Laurie Dietzel, Ph.D., go to:

For more information about Executive Functioning, go to:

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The term "executive functioning" has become a common buzzword in schools and psychology offices. This is more than just a passing fad. Find out what executive function is, and what specific abilities are covered under the umbrella term of executive functioning.