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Analysis of learning behaviours observation

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Analysis of learning behaviours observation

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There are various sets

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Dr. Karen Treisman Clinical Psychologist trainer & author (Author)

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A Therapeutic Treasure Deck of Grounding, Soothing, Coping and Regulating Cards (Therapeutic Treasures Collection)

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Buy A Therapeutic Treasure Deck of Grounding, Soothing, Coping and Regulating Cards (Therapeutic Treasures Collection) by Treisman Clinical Psychologist trainer & author, Dr. Karen (ISBN: 9781785925290) from Amazon’s Book Store. Everyday low prices and free delivery on eligible orders.

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Simple CPD audit template for staff

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Mapping the landscape of fear drag and drop

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Mapping the landscape of fear drag and drop

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Mapping the landscape of fear instructions

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Mapping the landscape of fear instructions

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This skills audit allows SENCos to identify the skills, knowledge and processes they need to do their role effectively and identify any next steps. This tool allows SENCOs to ensure they can create an action plan to ensure they are supporting the SEND children in their school effectively.

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Long and short versions available here

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This inclusive teaching checklist is split into four sections over four pages, allowing you to focus on a particular area:

1. Whole class teaching

2. Group and independent work

3. The role of additional adults: whole class

4. The role of additional adults: group and individual work

Why is it useful?

We make a lot of effort to include all our students and it is just great to check our practice against a quite authoritative list. This checklist can be particularly useful for newer teachers and those who have taken on a class with some significant SEN.

Who is it for?

This can be used by either a teacher themselves or by a line manager.

How do I use it?

Do a self-evaluation or get a peer to do one for you.

If you are a line manager/head of Key Stage or Department, use it to work with your group of teachers.

Some of the best applications of this resource is when SENCOs use it to help support teachers in their practice – key word here being “Support”!

The checklist is just a rough guide and we believe that you need to be able to flex and adapt to the needs of your students so don’t be rigid about this.

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Scales from p.19

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A helpful tool if you are exploring language support in place in your setting.

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See Beach Day guide for details on how to use this tool.

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A set of verbal reasoning tasks from Twinkl.

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Verbal Reasoning: Ultimate Practice Pack

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This Twinkl Puzzled Verbal Reasoning 11+ Ultimate Practice Pack contains fourteen different verbal reasoning activities! This combination of verbal reasoning puzzles is the ideal way for children to practice verbal reasoning skills and prepare for the 11+ examination. It’s also perfect for developing logic and critical thinking skills. Descriptions of the different activity types are below, as well as links to their location on our site: Insert a Letter: This activity is a word puzzle where children need to work out which letter completes all four incomplete words in each row. Move a Letter: To solve this puzzle children need to move one letter from the first word to the second word to create two entirely new words. Same Meaning: This puzzle is solved by children finding the word which has the same meaning as both pairs of given words. Hidden Words: This activity is a word puzzle where children are given a sentence. In each sentence, there is a four-letter word hidden between two words. The aim is to find the hidden word in each sentence. Related Words: In this verbal reasoning puzzle, children need to use the alphabet to answer the different questions which are given in code. There is a different code to break in each sentence. Compound Words: In this puzzle, children need to choose two words, one from each given group of words that when put together will make a new correctly spelt word. Closest Meaning: In this verbal reasoning activity, children need to choose two words from each group that are the closest in meaning. Letters for Numbers: In this activity, letters stand for numbers. Children need to work out the answers to the sums and write the correct letters in the answer boxes. Opposite Meaning: In this puzzle, children need to choose two words, one from each group of given words, that are the most opposite in meaning. Changing Places: In this verbal reasoning activity, children need to choose two words in a given sentence that must change places in order for the sentence to make sense. Two Odd Ones Out: In this puzzle, children are given five words. In each group of words, three of the words go together. Children need to choose which two words in the group do not belong with the other three. Word Connections: In this activity, children are given two groups of words. They will need to choose two words, one from each group, to complete a sentence in the best way. Complete the Word: In this puzzle, children are given two words. Children need to make a new word using letters from those two words, whilst keeping the letters in the same order and using the pattern set in the example given. Complete the Sum: In this activity, children need to work out the missing number in order to complete each given sum. This Twinkl Puzzled Verbal Reasoning Ultimate Practice Pack is excellent value for money and provides a wide range of different puzzles and brain teasers which are perfect for developing your child’s observational and reasoning skills. Children will be encouraged to look at different puzzles from a variety of perspectives, a life skill which is always valuable. Do you want more practice verbal reasoning activities? Why not try our exciting verbal reasoning mysteries and puzzles: Rainforest Verbal Reasoning Mystery - The Mystery of the Missing Orchid Fun Number-themed Verbal Reasoning Games Pack Verbal Reasoning - I Love Reading Word Codes Dinosaur Verbal Reasoning PowerPoint

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Non-Verbal Reasoning: Ultimate Practice Pack

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This 11+ Verbal Reasoning Activity Pack includes a combination of seven different non-verbal reasoning activities. This is the perfect way for your children to practice their reasoning and logic skills. It’s also an ideal way for children to practice for the 11+ examination.Why not check out our Verbal Reasoning: Ultimate Practice Pack! Descriptions of the different activity types are below, as well as links to their locations on our site: Odd One Out: This is an ‘Odd One Out’ non-verbal reasoning questions activity. In this activity, children need to identify which of the five figures is the odd one out, using their powers of deduction to identify what is similar and what is different about each of the figures. Changing Pairs: This is a ‘Changing Pairs’ non-verbal reasoning questions activity. In this activity, children need to identify which of the five figures is the odd one out, using their powers of deduction to identify what is similar and what is different about each of the figures. Complete the Sequence: This is a ‘Complete the Sequence’ non-verbal reasoning questions activity. In this activity, children are provided with a sequence of five figures, with one figure missing. Children need to identify the patterns present in the sequence, then use their powers of deduction to work out which figure is missing out of the five answer options provided. Similar Figures: This is a ‘Similar Figures’ non-verbal reasoning questions activity. In this activity, children are provided with three figures, all of which are alike in one or more ways. Children need to identify how these figures are similar, then use their powers of deduction to work out which figure out of the five answer options provided is the most like these three figures. Reflections: This is a ‘Reflections’ non-verbal reasoning questions activity, children are provided with a figure and a mirror line and need to use their powers of deduction to identify which of the five answer options is the reflected version of that figure. Missing Codes: This is a ‘Missing Codes’ non-verbal reasoning questions activity. In this activity, children are provided with five figures, four of which have code letters that describe them and one which is missing. Children need to use their powers of deduction to work out what the code letters mean and then choose the code that they think is missing from the five options provided. Complete the Grid: This is a ‘Complete the Grid’ non-verbal reasoning questions activity. In this activity, children are provided with a grid with a square missing. Children need to use their reasoning skills to work out the rules of the grid and deduce which square out of the five options provided is the missing piece. This 11+ Verbal Reasoning Activity Pack is a great way to support your child when preparing for the 11+ test, or just to help develop your child’s general critical thinking and logic skills! Children’s non-verbal reasoning skills can also be boosted through completing puzzles such as sudokus, nonograms, and rebus puzzles, all of which can be found at Twinkl Puzzled! If you’d like a mystery to solve, why not try our exciting verbal reasoning mystery: Rainforest Verbal Reasoning Mystery - The Mystery of the Missing Orchid Or maybe try our Verbal Reasoning - I Love Reading Word Codes! This 11+ Verbal Reasoning Activity Pack can be used to practice for the 11+ examinations. If you would like to use it for timed practice, we would suggest a time limit of 21 minutes for the whole paper, which allows 30 seconds per question. This 11+ Verbal Reasoning Activity Pack can be used interactively or as a printed activity, giving you the flexibility that you need. If you want to use it as an interactive activity, simply open up the zip file, then open the Questions PDF on your computer and you’re ready to go! If you’d like to know more, you can also find more guidance on using interactive activities here. If you’d like a mystery to solve, why not try our exciting verbal reasoning mystery Rainforest Verbal Reasoning Mystery - The Mystery of the Missing Orchid Or maybe try our Verbal Reasoning - I Love Reading Word Codes! Why not challenge yourself with our Halloween Non-Verbal Reasoning Practice Pack. It’s a real treat! For a different kind of challenge, why not try our exciting Shrove Tuesday Cryptogram Codebreaker!

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School wellbeing risk and resilience card set

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School wellbeing risk and resilience card set

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Available in hard copy or electronic version.

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The EBSA Horizons course for Educational Psychologists, presents an alternative model of Emotionally Based School Avoidance, in which the child's voice is at the heart of assessment and intervention, and emphasis is placed on understanding EBSA in the context of interacting, child, home and school-based factors.

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School Wellbeing Risk and Resilience Card Set

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Providing invaluable insight into how the young person views and makes sense of their experience of school and places their voice at the centre of any planning.

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Here is the link to the official Blob Tree website, although you have probably seen or may have already used many of the images online. A useful tool to prompt conversations about children's feelings.

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Blob Shop - Home of the Blob Tree Communication Tools.

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Digital downloads of high quality printable & projectable images of the Blob Tree communication tools. Available as single images or full collections.

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Helpful blog about identifying maths difficulties

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Helpful blog about identifying maths difficulties

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The maths diagnostic assessments seem to tend to focus on maths skills rather than other underlying cognitive skills that are obviously important for maths but not specific only to maths.

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Understanding learning differences

What are the external factors affecting understanding in maths?

Research suggests that as many as 25% of children struggle with maths. Maybe this is down to misunderstandings of core concepts such as place value, or it could be that maths has been taught to them in an abstract, procedure-focused way and has little meaning to them.

For these children, maths seems like a list of rules, facts, and procedures with very little relevance to real-life situations. Often these children will develop maths' anxiety; they don't really understand what's going on and because they're afraid of coming up with the wrong answer, they may eventually find it too difficult to attempt maths at all.

For some children, a fear of maths comes from parents who confess to being 'rubbish at maths'. Children start to pick up on the message that maths is hard.

Difficulties can be attributed to external factors, such as teaching methods, school attendance, and environmental factors. Many of these issues can be overcome by creative teaching, good modelling techniques, and research-based teaching approaches like the Singapore maths methodology, which supports these children to achieve their potential.

What are the internal factors affecting understanding in maths?

Some children encounter difficulties with maths because of internal factors. Children with dyscalculia will have specific learning difficulties in maths because their brains are wired differently. One example of how to identify specific learning difficulties in maths is to determine children with very poor number sense. Children who don't seem to 'get' numbers at all and find it difficult to spot patterns and relationships between numbers.

One of the main indicators of dyscalculia is the inability to subitise. The word 'subitise' comes from the Latin word 'subito' which means suddenly. It refers to our ability to immediately recognise the number of items in a set without having to actually count them.

Most people can subitise up to six or seven items. A learner with dyscalculia will not be able to do this and may have difficulty in subitising just three items.

Here's an effective strategy for teachers and parents wondering how to identify specific learning difficulties in maths.

Can you subitise these images?

Most people can instantly recognise that there are five dots here without having to count them.

However, most people would have to count the dots in this example.

A person with dyscalculia may not be able to subitise even two dots.

If you are concerned that a child has specific learning difficulties in maths, assessing whether they can subitise is a good place to start.

Take a few counters, maybe three or four, of the same colour and place them in a random arrangement on a table. Cover the counters with your hand, then ask the child to say how many counters there are as you take your hand away. The answer needs to be immediate, any pause means that they are counting rather than subitising.

If you're a parent interested in learning how to identify specific learning difficulties in maths or if you are at all concerned about your child's progress in maths, you should, in the first instance, speak with their classroom teacher who will be able to advise you.

A maths mastery approach may be particularly useful for learners with specific learning difficulties due to the way it uses CPA (concrete, pictorial, abstract), to support a deep understanding of mathematical concepts.

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How to identify specific learning difficulties in maths

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Research suggests that as many as 25% of children struggle with maths. Maybe this is down to misunderstandings of core concepts such as place value, or it could be that maths has been taught to them in an abstract, procedure-focused way and has little meaning to them.

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Squirrels Go Nuts. This is another fun game which allows you to explore executive functioning skills (e.g. planning, strategising), as well as they're problem-solving skills. Can the child set up the game using the manual? Can the child plan the next move or do they just move the pieces at random?
And again - what helps them to improve?

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Planning Alternative Tomorrow's with Hope (PATH) guidance

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Planning Alternative Tomorrow's with Hope (PATH) guidance

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Prompt Sheet Drawing the Ideal Self - A Personal Construct Technique to Explore Self Esteem

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Drawing the ideal self guidance for children with ASD

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Drawing the ideal self guidance for children with ASD

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School refusal assessment scale (Kearney, student)

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School refusal assessment scale (Kearney, student)

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School refusal assessment scale (Kearney, parent and child)

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School refusal assessment scale (Kearney, parent and child)

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School refusal scale scoring instructions

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School refusal scale scoring instructions

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EBSA whole school audit
From West Sussex EP Service guidance

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Adapted from West Sussex EP Service Guidance

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Adapted from West Sussex EP Service guidance

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Lots of different examples out there. Two examples:
Karen Treisman's A therapeutic treasure deck of strengths and self-esteem cards: A Therapeutic Treasure Deck of Strengths and Self-Esteem Cards (Therapeutic Treasures Collection): Amazon.co.uk: Treisman Clinical Psychologist trainer & author, Dr. Karen, Chandler, Richy K.: 9781787757851: Books

Strengths cards developed for ELSAs: Strength cards - Item 110 - ELSA Support Raise Self-esteem (elsa-support.co.uk)

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Strength cards - Item 110 - ELSA Support Raise Self-esteem

This updated pack of Strength cards consists of 36 cards to help children's self esteem.

There are lots of ideas here in our blog post on how to use Strength cards

The original pack is still included for a limited time, for those people who have recently purchased.

Strengths covered:

Other Resources you will love!

The Strengths Bingo Set 1 game is great for boosting self-esteem. Every child has strengths and talents but sometimes they find it hard to see...

£2.00

I am always trying to think of ideas to combine other subjects along with social and emotional work. This jigsaw emotions activity combines simple ordering...

£2.00

This is a set of Emotion Dominoes for working on facial recognition, labeling emotions and general chat about emotions. You can use them as a...

£2.00

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Strength cards - Item 110 - ELSA Support Raise Self-esteem

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Strength cards - Item 110 - ELSA Support Raise Self-esteem This updated pack of Strength cards consists of 36 cards to help children's self esteem. There are lots of ideas here in our blog post on how to use Strength cards The original pack is still included for a limited time, for those people who have recently purchased.

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Motivational Interviewing values card sort activity

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Motivational Interviewing values card sort activity

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Motivational Interviewing values card sort activity

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Motivational Interviewing Values card sort activity

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VIA Character Strengths Survey & Character Reports | VIA Institute

Check out this website if you want to find out more about character strengths.

Staff can also complete this strengths assessment themselves to recognise and celebrate their own strengths, and consider how they can use these more at work.

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You are unique in the world and united in your strengths with all of humanity. Discover your Character Strengths Profile and begin living each day as the very best version of yourself.

Discover Your Strengths

Take the Free Strengths Survey to begin living your best life. Research shows that applying your strengths can increase confidence, happiness, positive relationships and reduces stress and anxiety. Discover your strengths today!

Take The Survey Now!

Help Others Build Their Strengths

The VIA Survey is trusted by researchers and professionals around the world to assess character strengths. Create your free VIA Pro Dashboard to distribute and manage the VIA Survey to your clients or students.

Learn More

Step 1

Discover Your Strengths

This short survey takes only 12 minutes - and 90% of survey takers look forward to applying their results.

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Step 2

Activate Your Strengths

Research shows that using your character strengths can boost your well-being. Get started with one of VIA's easy-to-use reports or on-demand courses. VIA's reports and courses are all designed to make it easy for you to bring your strengths to life and feel more energized and confident.

Why Strengths Matter More Than Ever

Across the globe, people are struggling to enjoy their lives due to an array of mental health challenges while the desire to feel good is rated as a priority for many. Globally, 79% of respondents rated wellness as a priority while 42% of those said it was a top priority in their lives. (McKinsey)

76%

of workers report a mental health symptom

70%

of chronic illnesses have a mental health component

61%

of U.S. adults struggle with anxiety and depression

Character Strengths Promote Flourishing

VIA Character Strengths are the only scientifically validated strengths assessment that helps people flourish across every aspect of their lives-and at each stage of life. People rely on their character strengths at age 22, 42, 62, and 82 to achieve goals, remain resilient, deepen relationships, and feel like their true selves.

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People spend significant time at work - character strengths help people bounce back from difficulties while continuing to thrive and contribute to team morale.

At Home

Connections to the people we share our lives with are critical for thriving-character strengths help people appreciate each other and feel understood.

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The classroom is a place of growth and challenge. Character strengths give students, teachers, and professors an energizing source of confidence to draw from.

Begin Your Strengths Journey Today!

Get Started!

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VIA Character Strengths Survey & Character Reports | VIA Institute

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Do you know your character strengths? Once you do, you'll be empowered to face life's challenges, work toward goals and feel more fulfilled, personally and professionally. Take the free personality assessment test from the VIA Institute on Character so you can discover your strengths today.

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A fun game which can also be used to look at speed of processing. How quickly or slowly does the child find a specific number of shape in each card? If you are looking for speed of verbal response - you can also ask the child to tell you what colour a specific number or shape on each card is.

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Dobble Card Game - 1, 2, 3 Numbers Edition - GeekSwag

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Get this Dobble 1, 2, 3 card game for only £11.99 and get lots of fun family time. Fast UK delivery for items in stock. Check out our cool card game collection here at Geekswag.

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Cognitive and affective factors involved in learning

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Checklist of Learning Principles.doc June 2022

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Child friendly cognitive and affective factors

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So many brilliant tools and templates already accessible so I'm just sharing a good link here.

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Person-centred Thinking Tools | HSA | Consultancy | Training

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Practical tools that help people to think and plan for their life, direct their own support and identify and achieve their goals.

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The Coventry Grid explores the overlap of presenting needs for children with Autism Spectrum Condition and those with attachment needs.

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So many nice emotional literacy intervention activities here that can be helpful assessment resources too.

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Emotional Literacy Support Resources from ELSA Support

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Browse our huge range of Emotional Literacy Support Resources, all available for online payment with instant download. We also accept Purchase Orders!

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An idea from my colleague Dr Becci Best about how to help a child explore their strengths using Widget Software.

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An example of how to use symbols to explore the child's views about what they like/dislike about school.

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The Blobs are a really useful tool to explore pupil views and feelings. Here is the link to the official website although you may have seen or used many of the images online already.

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Blob Shop - Home of the Blob Tree Communication Tools.

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Digital downloads of high quality printable & projectable images of the Blob Tree communication tools. Available as single images or full collections.

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An example from my colleague Becci Best, of how to use symbols to explore child's views about the support they need.

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Just an example of how to use a scale to explore a child's anxiety and anger.

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Speaking as a neurotypical person, so often we are biased towards our own way of thinking about and being in the world. Anyone who thinks differently can be hard for us to understand. Often, we take an ableist view and we see autistic features as 'negative' or in need of development. When actually it is us that need to learn how to see their perspective, their way of thinking, understanding and being in the world. This is a helpful prompt to reframe our thinking.

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I find this is useful as a checklist when exploring the child's language.

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I find this a useful checklist when exploring language for secondary age pupils.

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Great resource for exploring early communication development. Provides a checklist of things to explore, tips for how to assess and strategies to support children too!

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Universally Speaking Early Years- developmental checklist

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Equivalent resource for children aged 5-11

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Equivalent resource for children aged 11-18

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With thanks to Education Support Service. For ease of use I have just saved the identification section from the full document.

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Speech, language and communication assessment resources

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Speech, language and communication assessment resources

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This is the link to the full set of resources from East Midlands Education Support Service

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Speech, Language and Communication | The East Midlands Education Support Service

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Information and resources around speech, language and communication needs (SLCN).

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I've found this a helpful resource when exploring maths difficulties. It provides a helpful framework but you could also just do a curriculum-based assessment; and identify which aspects of the maths curriuclum the child can do and what they struggle with. We also want to identify:
1. What the child almost knows/what skills or knowledge are emerging? We want to focus our support/intervention on those first.
2. MOST importantly - when they do find something difficult - we want to identify what strategies you use that help the child to understand and complete tasks? e.g. did they show better understanding when you used those blocks for counting, or did it help them when you gave them an example first? Did it help them to talk through each step or did they prefer to work in silence?

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The Dyscalculia Assessment is a tool for investigating pupils' numeracy abilities. It is designed to inform a personalised teaching programme for individuals or small groups of pupils who have difficulties with numbers. The assessment was devised at Emerson House, a specialist centre in London su...

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Article which outlines the cognitive skills in maths. If you have a child struggling in maths, they may have an underlying difficulty which needs to be identified and supported in order to support their progress in maths.

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by Betsy Hill

In the first article in this series, we provided an overview of cognitive skills, the mental processes our brains use to take in, comprehend, organize, store, retrieve and use information. In the second article , we examined the cognitive skills that are mostly closely associated with reading. In this article we will explore the connection between cognitive skills and math.

As the foundation for learning, cognitive skills are essential across the curriculum, including math and other STEM fields. However, math comprises so many different topics and levels of complexity that it is a challenge to address comprehensively, and indeed there is much that continues to elude scientific consensus in characterizing how math works in the brain. It may seem like a stretch to say that the same mental processes are involved in basic math concepts like counting, and more advanced topics like algebra and calculus. In fact, most of us can't remember learning to count, but most of us will remember learning long division, or geometry, or algebra or calculus.

What, then, are the important underlying cognitive processes that support or impair our learning of math? While there are undoubtedly many ways of dividing up math topics, the following illustration groups math skills into an order that seems to fit with our understanding of key findings from scientific and educational research.

The relationship of math success to visual-spatial abilities is strongly supported by research, and the correlation actually appears to increase as the complexity of the mathematical task increases. The important aspect of visual-spatial processing is not just remembering the shape, size, color and number of objects, but their relationships to each other in space. It turns out that visual memory by itself (what things are) is somewhat error-prone, but spatial memory (where things are) is associated with correct answers, and is thus an important aspect of mathematical problem-solving. Within visual-spatial processing, we can distinguish cognitive skills such as the following:

Spatial Memory. This refers to our ability to remember where we are in space and where we are related to other objects in space. This understanding provides the foundation on which problems (changes in the space) can be solved.

Visualization. Our ability to visualize a problem we are considering or to visualize alternative solutions contributes substantially to our understanding of the problem. When we learn transformations in geometry, for example, interpreting the difference between a translation (sliding an object along a straight line), a rotation (turning an object around a point) and a reflection (mirror image) is greatly aided by our visualization skills.

Directionality. The ability to distinguish left and right, of course, is more than about math. It comes in handy when tying shoes, reading a map or a chart, and in executing a football or basketball play. It is critical in chemistry (where two molecules may differ only in the orientation of the atoms (the technical term is "enantiomer"), but have two completely different uses (like one drug used to treat tuberculosis whose enantiomer causes blindness). While we don't all deal with chemistry on a daily basis, we do often have to navigate unfamiliar territory. Imagine someone just handed you a map with a route traced on it. Do you have to keep turning the map around to figure out what direction to turn next? If so, your directionality skills are not as strong as they might be.

When it comes to counting and numerical operations, we are again dependent for math success on some foundational cognitive skills, such as sequential processing and selective attention, and on executive functions (the directive capacities of our minds) such as working memory.

Working Memory - As explained in our previous article, working memory refers to our ability to hold information in our minds while we manipulate it. Working memory capacity is highly correlated with reading comprehension, with math performance, and with many other academic and non-academic outcomes. Working memory serves math processes from the very simple (for example, keeping track of which applies in the basket we've counted and which we haven't) to the most complex reasoning and mental simulations we perform when calculating statistics or contemplating string theory or manipulating derivatives in calculus.

Sequential Processing - Counting, of course, is all about sequences, so once again, cognitive skills contribute crucially at even the most elementary stages of math. As we start to manipulate and calculate, the sequence of steps to solve a problem must be observed. A concrete example is the concept of order of operations and the different result that comes from (6 + 5) X 2 and from 6 + (5 X 2).

Selective Attention - When we have good selective attention, we can more easily screen out the irrelevant parts of a complex problem and isolate the pertinent facts that we need to concentrate on. If Mary, who is wearing a red dress, is 3 years older than John, who is wearing a blue shirt and jeans and just celebrated his 10 th birthday, we don't need to know the color of their clothes to determine how hold Mary is.

Finally, math is problem-solving. There are other types of problem-solving, of course, but problems with numbers almost always call for mathematical thinking and logic. In the discussion above, we have already highlighted some of the cognitive skills we use for problem-solving, but higher-order cognitive processes are often required to be successful in math. And here we can start with Planning:

Planning - When giving examples of cognitive skills at work, I often head to the most basic example I can think of. In this vein, a vivid memory of elementary school comes to mind; perhaps you have had a similar one. I am learning long division. I am supposed to carry out my solution to some number of decimal places. I write the problem on my paper and then, halfway through, I realize that I wrote the problem too far to the right on the piece of paper. That was a lack of planning. Good planning is in evidence when we consider alternative approaches to a problem, map out the sequence of steps in advance, and then carry them out efficiently and accurately.

- Here again, I think of a basic example. A fourth-grade girl in a school we were working struggled with finishing her math assignments. She understood the core concepts of the computations she was being asked to do, but she had limited working memory capacity. When she needed to copy a problem from her math book onto her assignment paper, say,Working Memory she would have to copy each number by itself, first the 1, then the 3, and so on. She could not remember 138, much less the entire problem. (I am happy to report, that after she started a cognitive training program, she got to the point where she could remember the entire problem accurately - she and her mother celebrated with ice cream.) It should be obvious by now that working memory is essential to hold the elements of any problem in mind, consider different approaches, and keep track of where we are in a sequence of steps to solve a multi-step math problem.

Reasoning - Ultimately math is logical and will put demands on our reasoning skills, as well as help us develop our reasoning skills. As we learn to derive theorems or explain how we draw conclusions (deductively or inferentially), we have to recognize patterns, analyze cause and effect, test hypotheses and determine whether to include or exclude items from sets. For all of these, logic is essential.

As is the case with reading, our cognitive skills must work together in complex and integrated ways. An article in Misunderstood Minds summarizes the process clearly,

"For children to succeed in mathematics, a number of brain functions need to work together. Children must be able to use memory to recall rules and formulas and recognize patterns; use language to understand vocabulary, instructions, and explain their thinking; and use sequential ordering to solve multi-step problems. In addition, children must use spatial ordering to recognize symbols and deal with geometric forms.... Often several of these brain functions need to operate simultaneously."

As we observed in the previous article on reading, there is significant overlap in the cognitive skills needed for reading and math. It bears repeating that we don't have two brains; we just have one, of course, and we use it for reading and math and everything else we do. As we acknowledge how critical these skills are to learning, it raises the question of how we can support our students in developing these skills so that they can be effective learners. In the next article in our series, we will look at how cognitive skills develop and how they can be strengthened in ways that contribute to improved academic performance.

You Might Be Interested In

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Extensive research shows that there is significant overlap in the cognitive skills needed for reading and math. It bears repeating that we don't have two brains; we just have one, of course, and we use it for reading and math and everything else we do. Students need to develop these skills to be effective learners.

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An adapted version of this game might work well to explore the child's visual-spatial memory. Can they remember which image was in which place?

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Product code: 76777417
This mind-bending, multitasking game will really put your memory skills to the test. Memory Mayhem is a quick-thinking, fast-paced game of naming and remembering. Memorise the objects, make a mental note of the colours, and don't forget to the numbers - but first you've got to answer the questions...and all against the clock! Can you hold that thought amid the Memory Mayhem?

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Product code: 76777417 This mind-bending, multitasking game will really put your memory skills to the test. Memory Mayhem is a quick-thinking, fast-paced game of naming and remembering. Memorise the objects, make a mental note of the colours, and don't forget to the numbers - but first you've got to answer the questions...and all against the clock!

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Another game that could be used to explore visual memory.

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Voice of the child toolkit by Derby City Council has a range of tools to help explore different aspects of pupil voice

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Practitioners working with children and young people have developed a set of engagement tools to capture the voice of the child or young person.

These must not be used as assessment tools but can help to inform any assessments or plans.

These tools are to:

enable the child or young person to have a voice which is listened to and acted upon

enable the child or young person to give their view on the support they receive

enable the child or young person to identify what help they would like and who from

enable the child or young person to identify and share what is important to them

enable practitioners to build positive relationships and gain a better understanding of the child or young person to best support their needs

enable the child or young person to give their views on actions for change

enable the child or young person to review what has worked or not worked for them

improve outcomes and evidence what difference listening to the child or young person has made.

Please make sure you read the guidance for each tool, it has been written to advise you on how to get the best out of the toolkit.

The documents listed are intended for print use and have not been made accessible. If you require them in an accessible format, please email adele.styles@derby.gov.uk.

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Derby City Council, Council House, Corporation Street, Derby, DE1 2FS

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Voice Of The Child toolkit - Derby City Council

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Find out about the Voice of the Child Toolkit and the tools available to capture the voice of children and young people.

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You can use this to understand how the child feels about communicating to different people.

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Environmental checklist for Selective Mutism

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Environmental checklist for Selective Mutism

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Assess how supportive the environment is for the child using this environmental checklist

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Anxiety scale which might help understand specific areas of anxiety for your child. It could also be used as a pre-post measure to explore potential impact of any intervention you might be doing with the child.

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Dr Susan H. Spence, PhD, is Professor Emeritus at Griffith University in Queensland, Australia. Her research in the area of clinical psychology focuses on the causes, assessment, treatment and prevention of anxiety and depression in young people. She is the developer of the Spence Children's Anxiety Scale that is widely used across the world and has been translated into over 20 languages.

You can read more about her work by clicking on the following links:-

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SCAS Home - The Spence Children's Anxiety Scale

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Dr Susan H. Spence, PhD, is Professor Emeritus at Griffith University in Queensland, Australia. Her research in the area of clinical psychology focuses on the causes, assessment, treatment and prevention of anxiety and depression in young people. She is the developer of the Spence Children's Anxiety Scale that is widely used across the world and has been translated into over 20 languages.

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Can be used from early years to primary and assessment links to simple play based intervention.

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Delayed language skills lead to under-performance later in life, yet many primary school children have unidentified speech and language difficulties. WellComm can help you to turn this around.
Both the Early Years and the Primary toolkits enable you to quickly and easily identify children needing support. They're quick and simple to use (requiring no speech and language expertise), and the traffic light scoring format of the instant reports makes them quick to interpret.

Both toolkits come with an age-appropriate Big Book of Ideas providing a total of over 150 instant, play-based activities so you can take appropriate action straight away. Activities can be used with parents at home too, so that support is provided whether or not a child is referred to a speech and language therapist

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Both the Early Years and the Primary toolkits enable you to quickly and easily identify children needing support.

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Screening Tool: Speech and Language Link

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Screening Tool: Speech and Language Link

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screening tool which has packages for primary and secondary settings

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Speech Link and Language Link empower SENCos, teachers and TAs in their work with SLCN and indicate the need for further support for the child where required. We do this through screening, intervention, staff training and support which are all included in one yearly subscription.

Schools can book a FREE, no obligation trial of our award winning speech and language support packages.
Download an overview of our packages.

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Speech and Language Link - support for SLCN

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Speech and Language Assessment, Interventions, Screening and Support from Reception to KS3. Empowering teachers to target help where it is needed for SLCN

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Self-image profile from ELSA Support website

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Self-image profile from ELSA Support website

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These are some ideas of games that you could use to explore a child's executive functioning. What do they find easy, what games are harder for them? This might also be a helpful way of teaching them about these skills - so tapping into metacognition. The author has identified the cognitive skills involved in each one.

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Kids and young adults need extensive practice in strengthening their executive functioning skills. Executive functions are the processes in our brains that help us accomplish all tasks from beginning to end. We use them when we plan our day, organize our materials, begin a chore, focus on important information, use our time wisely, and work through challenges until we accomplish a goal. The specific skills include: planning, organization, time management, task initiation, working memory, self-control, metacognition, attention, flexibility, and perseverance. While all kids could use extra practice with executive functioning skills, the ones who need it the most are often disorganized, struggle to finish assignments, lose items, have difficulty paying attention over periods of time, and give up on tasks that are difficult. These are the kids who could benefit the most from executive functioning skills instruction and practice.

If you're looking for an executive functioning review game you can download and use right away, check out this Executive Functioning Challenge! It can be played as a board game with partners and small groups, or as a whole-class challenge. The game includes over 200 executive functioning cards so you can play again and again!

Simply put, executive functions are often critical to the success of kids and young adults. So, it makes sense to make practicing them fun and engaging! Games are a great way to weave executive functioning practice into your routine. You can choose to play a game on a Friday afternoon, after a big test, or as a class reward.
Here are ten games for practicing executive functioning skills: #1 - BLURT
Skills: self-control, metacognition

How to Play: In this game, the teacher reads a definition of a word and kids have to figure out the word itself. For example, a question might be, "What is a partially dried grape?" When the student answers "raisin", they win that turn. I like to play "around the world" style. All students will sit at desks or chairs around the room. Select two kids to play against each other and have them stand next to one another. Read the card and whoever "blurts" the answer first, wins and gets to move on to the next person. The idea is that only the kids playing can blurt out, and everyone else must have self-control, even if they know the answer. This game can also be played with your own content area questions too, which is great for a review before a test!
#2 - SCRABBLE
Skills: planning, organization

How to Play: In scrabble, kids use random letters to build words and keep score as they go. You can have students play in small groups and even partner kids together who may need extra support with spelling or language. Planning and organization is required because kids need to build off of each others' words as the game progresses. As an extension, have kids look up definitions to the words they create or use the word in a sentence before points are scored.

#3 - PICTIONARY

Skills: flexibility, time management

How to Play: This game has students drawing phrases on paper or a whiteboard that others must guess correctly. Kids need to use time management to best draw their phrase before the time is up. This is such a fun game! I even love taking pictures of some of the drawings that are both hilarious and amazing.

#4 - DISTRACTION
Skills: working memory, attention

How to Play: In this card game, kids work on remembering numbers given to them while encountering distractions, including questions they have to answer. It is a great activity to teach about distractions that can throw us off!
#5 - 5 SECOND RULE
Skills: time management, task initiation

How to Play: Kids must name 3 things that fit a given topic. For example, kids might need to name 3 professional basketball teams or 3 pieces of jewelry. The categories differ greatly so kids have to be on their toes. As an accommodation, I sometimes play as a "10 second rule" to give kids enough time to process the question.
#6 - FREEZE
Skills: self-control, attention

How to Play: Freeze is a game where you play music and allow kids to be silly and dance. Then, at any moment, say "Freeze!" and kids need to stand completely still. It takes a lot of self-control to stop dancing to a song you're into! This can be fun to let kids take the role to freeze the class, too.
#7 - JENGA
Skills: self-control, flexibility, planning

How to Play: In this game, kids pull blocks from a tower carefully. They must plan and be careful so they are not the one who causes the tower to fall over. This is a fun game because everyone likes to see towers get knocked down sometimes!

Skills: perseverance, flexibility

How to Play: Brainteasers are drawings and words that have a special meaning that kids must figure out. For example, when "man" is written on top of "board", it means "man overboard". These type of brainteasers are a great feat in perseverance and flexibility to figure out. They are great for a morning meeting or "do now" when kids walk in the door to start their brains off strong.
#9 - CHESS
Skills: planning, flexibility, working memory

How to Play: Chess requires kids to learn specific rules for different pieces and then use those skills to take out their opponent. This game requires a tremendous amount of planning, flexibility, and working memory to think through your moves ahead of time. It is also a great option when you need a quiet game.

Skills: perseverance, working memory

How to Play: Sudoku is a math puzzle game that allows kids to use critical thinking skills. Each grid has the numbers 1-9. Each row and column must add up to 9 separately, so the numbers need to be arranged correctly. Incorporate this activity for kids to work on in small groups or just for a fun challenge.

I have always loved using games to teach and support critical skills in the classroom, so I put together some games for social emotional learning skills! This set consists of five games focusing on executive functioning skills, social problem solving skills, empathy, social language, and more. You can really maximize learning time in your classroom by making "break time" skill-focused, too!

If you find yourself needing lessons and materials for direct instruction of executive functioning skills, consider this Executive Functioning Bundle. It teaches all ten executive functioning skills, study strategies, and SMART goals with enough materials for the entire year. You really cannot teach or practice EF skills enough!

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Games to Improve Executive Functioning Skills

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Kids and young adults need extensive practice in strengthening their executive functioning skills. Executive functions are the processes in our brains that help us accomplish all tasks from beginning to end. We use them when we plan our day, organize our materials, begin a chore, focus on important

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A self-report assessment instrument that students complete to help them (and their teachers or coaches) understand their executive skill strengths and challenges.

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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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Behaviour Rating Inventory of Executive Function (BRIEF)

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Behaviour Rating Inventory of Executive Function (BRIEF)

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Another EF questionnaire that you may find helpful.

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Newer version available!The BRIEF2 includes Parent, Teacher, and Self-Report forms and updated norms from all 50 U.S. states. Click here for more information.

Assess executive function behaviors in the school and home environments with the BRIEF, a questionnaire developed for parents and teachers of school-age children. Designed to assess the abilities of a broad range of children and adolescents, the BRIEF is useful when working with children who have learning disabilities and attention disorders, traumatic brain injuries, lead exposure, pervasive developmental disorders, depression, and other developmental, neurological, psychiatric, and medical conditions.

Features and benefits

Provides multiple perspectives. The Parent and Teacher Forms of the BRIEF each contain 86 items that measure different aspects of executive function.

Specific normative data based on age and gender. Separate normative tables for parent and teacher forms provide T scores, percentiles, and 90% confidence intervals for four developmental age groups by gender of the child.

Nonoverlapping scales. Theoretically and statistically derived scales measure different aspects of a child or adolescent's behavior, such as his or her ability to control impulses, move freely from one situation to the next, modulate responses, anticipate future events, and keep track of the effect of his or her behavior on others.

Test structure

Eight clinical scales (Inhibit, Shift, Emotional Control, Initiate, Working Memory, Plan/Organize, Organization of Materials, Monitor) and two validity scales (Inconsistency and Negativity) give the clinician a well-rounded picture of the behavior of the child or adolescent being rated.

The clinical scales form two broader Indexes (Behavioral Regulation and Metacognition) and an overall score, the Global Executive Composite.

The Working Memory and Inhibit scales differentiate among ADHD subtypes.

Technical information

Normative data are based on child ratings from 1,419 parents and 720 teachers from rural, suburban, and urban areas.

The clinical sample included children with developmental disorders or acquired neurological disorders (e.g., reading disorder, ADHD subtypes, traumatic brain injury, Tourette's disorder, mental retardation, localized brain lesions, high functioning autism).

High internal consistency (αs = .80-.98) and test-retest reliability (rs = .82 for parents, .88 for teachers) were found.

Forms and booklets

Available on PARiConnect

BRIEF Parent/Teacher i-Admin (price per use; minimum order of 5)

i-Admins provide on-screen test administration, either in your office or remotely. Purchasers should own the BRIEF Professional Manual or purchase it before use.

Reports must be purchased separately.

BRIEF Parent/Teacher Score Report (price per use; minimum order of 5)

Score Reports provide scores and profiles based on response data from an i-Admin or a paper-and-pencil assessment.

No interpretation provided.

BRIEF Parent/Teacher Interpretive Report (price per use; minimum order of 5)

Interpretive Reports provide scores, profiles, and interpretive text based on response data from an i-Admin or a paper-and-pencil assessment.

If purchasing an Interpretive Report, you do not need to purchase the Score Report.

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Behavior Rating Inventory of Executive Function | BRIEF

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The Behavior Rating Inventory of Executive Function (BRIEF) is a tool used to assess impairment of executive function in children. Contact PAR & order today!

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Brown Executive Function/Attention Scales

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Overview

Publication date:

December, 2018

Age range:

3 through adult

Qualification level:

B Additional information
Qualification Level Level A
This approval level enables you to buy our assessments that require no professional degree, accreditation, organization membership, or license/certificate.
Level B
This approval level enables you to buy our assessments requiring A or B qualification levels.
Level C
This approval level enables you to buy all our assessments.

Completion time:

10-15 minutes

Forms:

Four: Primary/Preschool (ages 3-7); School-age (ages 8-12); Adolescent (ages 13-18); Adult (ages 19+)

Scoring options:

Digital with Q-global® web-based system or paper-and-pencil

Telepractice:

Guidance on using this test in your telepractice

Product Details

As an update to the widely used Brown ADD Scales™, the Brown EF/A Scales goes beyond other measures to screen and assess a wider range of impairments of executive functioning and attention.

Benefits

Addresses situational variability: scales analyze an individual's behavior using multiple perspectives (i.e., examinee's self-perspective, teacher's perspective, and parents' perspective).

Items are more specific and contextual: scales include items that are more specific and ask about difficulties in a specific context (e.g., difficulty remembering what has been read).

Directly and more accurately reports symptoms: items focus on severity of specific behaviors as opposed to frequency.

Features

Brown EF/A Scales is based on Dr. Brown's model of executive functions and includes:

New and updated norms and test items that improve clarity and clinical relevance.

New parent form available for adolescents.

Both gender-specific and combined-gender norms available for all age groups.

Digital administration and scoring (within Q-global).

DSM-5 symptoms of ADHD and more.

Sample Reports

Resources

The following resources are available for Brown EF/A.

At a glance

Get a closer look at the benefits and features of this product.
Watch now

Telepractice

Find out how to use this test in your telepractice.
Learn more

FAQs

Webinars

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Brown Executive Function/Attention Scales helps screen and assess a wider range of impairments of executive functioning. Brown EF/A Scales™ measures DSM-5 symptoms of ADHD along with less apparent impairments of executive functioning. Guidance on using this test in your telepractice.

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An EF checklist from the ADDitude website

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An EF checklist from the ADDitude website

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[Self-Test] Could Your Child Have an Executive Function Deficit?

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Many children with ADHD and learning disabilities have executive function deficits as well. Take this self-test to find out whether your child might be struggling with working memory or executive dysfunction.

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Summary of the core elements of Executive Functioning 

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Summary of the core elements of Executive Functioning 

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The Tree of Life activity is a narrative-based therapeutic intervention – it uses the metaphor of a tree to help participants articulate their life stories, focusing on their skills, hopes, and dreams. By emphasising these strengths, the approach helps individuals build resilience and a more positive outlook on life.

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Interactive tree of life | The Sprint Project

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The ATTEND Framework was developed within BHCC as an early intervention programme for school-aged pupils between 5 and 16 years when attendance drops below 90%. It aims to identify all of the contributing factors when attendance is low. The ATTEND Framework is not intended as an open checklist but a way to frame a conversation, or series of conversations, with a family within a trusting and collaborative relationship.

This generic version of the ATTEND Framework is available for purchase by local authorities other than Brighton & Hove City Council. It is available for purchase as a hard copy resource only, which can be ordered via Michelle Clayton.

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The ATTEND Framework was developed within BHCC as an early intervention programme for school-aged pupils between 5 and 16 years when attendance drops below 90%. It aims to identify all of the

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11+ 500 Words Vocabulary with Definitions

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Our 11+ 500 Words Vocabulary with Definitions is a great resource to use with your students who are preparing for 11+ exams. Students can learn these new words to enhance their writing and help them with comprehension activities.

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Literacy for all Reading Skill based assessment

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Literacy for all Reading Skill based assessment

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A literacy assessment focusing on accuracy and fluency of reading high frequency words, phonemes and blending, as well as generalisation of reading skills when the child is reading a real book.

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Literacy for All Reading Skill based assessments 2021-22

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Official self-image available to purchase here. The official version has standardised scores but I don't typically use it in this way. You can easily make one yourself ...see example below from the ELSA website (this is actually the same as the official SIP)

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Self-image profile from ELSA Support website

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Self-image profile from ELSA Support website

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A variety of standardised tests for literacy are available. The SASC website provides a helpful summary noting age ranges and also the qualification level needed to access each one.

Reading p.18

Spelling p.21

Writing p23

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A variety of standardised tests for maths are available. The SASC website provides a helpful summary noting age ranges and also the qualification level needed to access each one.

Maths p.25

screeners for exploring number sense. p27

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Trauma expression and connection checklist

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Trauma expression and connection checklist

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The TECA is an assessment process which shapes the understanding of trauma expressions which a child or young person may be displaying. It helps to make sense of how their trauma history is impacting them in their behavioural, environmental, and relational presentations. The TECA understands that central to trauma responsive practice is the presence of safety and promotion of strong, safe, and healthy relationships which can be used as a resource to support healing. The TECA is a tool to support co-regulation, decreasing a child/young person’s trauma behaviours/symptomology by recommending prescribed therapeutic responses which are matched to their emotional and relational needs.

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Trauma Expression and Connection Assessment

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Checklist of mediated learning principles

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Checklist of mediated learning principles

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Find out more about these in the 'Improving learning, working dynamically' video series under Cognition and Learning in the SEN Impact Modules.

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Easy checklist to get the child's perspective on their own EF skills

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Visual perception worksheets like this can be used to see how quickly the child can scan to find specific visual information

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Arrow Pointing Same Way 2 (Visual Perception Worksheets) | TPT

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Revised Children's Anxiety and Depression Scale (RCADS)

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Revised Children's Anxiety and Depression Scale (RCADS)

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can be used for 8+

their is a spreadsheet that calculates scores for you, or you can just use it dynamically to see what things the children seem to worry about.

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Revised Children’s Anxiety and Depression Scale (RCADS)

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The Revised Children’s Anxiety and Depression Scale (RCADS) measures the reported frequency of various symptoms of anxiety and low mood.