Skills for Life: Student-Centered Strategies for Executive …

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Skills for Life: Student-Centered Strategies for Executive Function instruction, literacy & inclusion Summary : Do your students struggle to focus in class? Do they have trouble getting assignments turned in on time? Is their backpack or locker a mess? They might be struggling with executive function. This article will review the latest research about executive function and how deficits in executive functioning impact students. Using videos, websites, and strategies, the authors will demonstrate effective tools for self management, time management, materials management, and informa- tion management.

INTRODUCTION Imagine a scenario in which a teacher designs a student-led project for the classroom “dinosaur exhibit”. Each student has 2 weeks to choose a dinosaur, research facts about it, and create a presentation to share with the class. Valencia loves dinosaurs and knows a lot about them; however, this project is frustrating to her. The choices (picking a dinosaur, gathering information, starting the presentation) seem overwhelming to her, causing her anxiety to escalate. Each option feels equally important and Valencia isn't sure where to begin. She spends so much

time looking at pictures of dinosaurs that she is rushed to note the factual information. The posterboard she creates is messy looking and the information is not presented in a sequential manner. Her presentation is not an accurate reflection of her knowledge of the content. It appears that Valencia has difficulty with her executive function skills. WHAT IS EXECUTIVE FUNCTION? So, what exactly is executive function (EF)? There are many definitions and ideas of what constitutes executive function. For

NATALIE NEWMAN , MOT, OTR/L, is the Director of the Ershig Assistive Technology Resource Center at Western Washington University in Bellingham, WA. Prior to her work at WWU, she worked in the public school setting as an Occupational Therapist and Assistive Technology Coordinator working with Gen Ed and SPED teachers to implement UDL/AT supports for all students. Natalie loves the hope and possibility she sees in the eyes of someone when she shows them a support tool that will make a difference for them. LINDA DOEHLE started her career as a software engineer after completing her degrees in Computer Science and Mathematics at Whitworth College. She brought her technical skills to the field of assistive technology while working as an Assistive Technology Specialist for the Yakima School District. Linda holds an AT Specialist Certif- icate and enjoys being able to use her technology skills in helping students optimize their abilities using assistive technology. Linda has been with the Special Education Technology Center for ten years and has presented webinars and classes at national and statewide conferences. ROSE RACICOT , MS, OTR/L is an Occupational Therapist and Assistive Technology Specialist at Special Education Technology Center at CWU with 37 years of experience. Her passion is to help school districts and educators implement Universal Design for Learning (UDL) principles to create inclusive classrooms for all students to succeed. Rose facilitates learning experiences on Universal Design for Learning (UDL), Accessible Educational Materials (AEM), literacy support tools, and accessibility features across platforms at the local, state and national level both in-person and through remote learning.

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this article's purposes, we will consider the following: • Executive function is the self-management system of the brain. It allows us to organize and plan, focus and shift focus, and manage emotions, among other important tasks (Brown, 2023) • Executive function is a set of processes that all have to do with managing oneself and one’s resources in order to achieve a goal (Smart but Scattered Kids); it is an umbrella term for the neurologically based skills involving mental control and self-regulation to effectively execute (perform) tasks and solve problems. While EF is an umbrella term, it can actually be broken down into specific cognitive components that are required in order for us to be organized, self-regulated, and adjust to things that we encounter throughout our daily lives. Much research has been done on this topic of executive function and ADHD with the works of Russell Barkley and Thomas Brown being well known and highly regarded. Russell Barkley, Ph.D. maintains the following cognitive process make up executive function: 1. Inhibition 2. Resistance to distraction 3. Self-awareness 4. Working memory 5. Emotional self control 6. Self-motivation Dr. Barkley’s research is based on the idea that the inability to self-regulate is the root cause of many challenges faced by individuals with ADHD (Barkley, 2011). Thomas Brown, Ph.D. describes executive function as a complex system comprising 6 aspects or clusters (Brown, 2008). • Activation: Organizing, prioritizing and activating for tasks • Focus: Sustaining and shifting attention to task • Effort: Regulating alertness, sustaining effort and processing speed • Emotion: Managing frustration and modulating emotions • Memory: Utilizing working memory and accessing recall • Action: Monitoring and self-regulating action Dr. Brown’s research indicates that these clusters operate in a coordinated way, and people with ADHD tend to have impairments in at least some aspects of each cluster. Both Dr. Barkley and Dr. Brown indicate that EF difficulty stems from an inability to regulate or manage one or more cognitive operations. So, what do we do to help those who have challenges with EF? We teach them! Throughout this article, you will find resources, strategies, and tools that you can use to support the executive function of the students with whom you work.

It is important to note executive function is a lifelong process. It is easy to consider young children not having developed EF skills. They often need guidance to prioritize or organize tasks, transition between activities, and self-regulate their emotional responses. When you think through the aging process, older adults often have similar needs. While the expectation that older students and adults in the workforce can manage themselves, many, like those with ADHD, struggle with EF processes their whole life. And all of us have times (often when we are under a lot of stress) when we rely more on external supports to manage EF. A general consideration for addressing EF difficulties is to externalize the processes you want students to internalize (Barkley, 2011). Using one or more of the following practices can help students understand EF and begin to fine tune EF skills for themselves. 1. Model - explain your own thought processes and steps. Verbalize what you are thinking and why. 2. Make external everything you want your student to internalize - provide visuals in the general space and individually if necessary 3. Be explicit- offer step-by-step details or instructions rather than only give the broad idea 4. Break tasks into smaller pieces and offer due dates if a longer project 5. Provide structure/framework like manipulatives, graphic organizers, storyboards, etc. 6. Practice/demonstrate in context in real time. Universal Design for Learning (UDL) offers additional considerations to support the development of EF skills. UDL is a framework that removes barriers to student learning and honors learner variability by allowing multiple ways for students to engage in learning, receive information, and express what they know. The UDL Guidelines (CAST, 2018) specifically identify Executive Functions under the Action and Expression principle as a method to internalize learning. Educators can support executive functions by providing options for appropriate goal setting, planning and strategy development, managing information and resources, and progress monitoring. Horizontal picture of shadow people indicating one’s lifespan as babies to children to adults to an older person in a rocking chair.

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Universal Design for Learning guidelines table with emphasis on Executive Function.

Executive Function skills are essential for students to become expert learners who are strategic and goal directed. Options listed in the UDL framework empower students to take ownership of their own self-management, organization, and growth. Consider these factors when setting up EF options for your student: What are your students' strengths? What are their preferences? What are they interested in? What motivates them? These general considerations can be offered in a variety of settings and modified to match certain age groups, grade levels, and environments. However, there are specific tools and resources that can be helpful as educational interventions specifically relating to self management, time management, information management, and materials management. SELF MANAGEMENT How do students take care of their bodies and minds in order to engage in learning? How does regulating emotions help them stay focused and calm? What routines and strategies help them plan and set priorities for their daily schedules and task lists? Students who struggle in this area may get easily overwhelmed, have behavior outbursts or become easily distracted. Self management is a critical element of executive functioning that can make a positive difference in student performance and outcomes. When bodies and emotions are

regulated and daily routines create predictability, the stage is set to maximize learning. According to the Fairfax County Public Schools Assistive Technology and Executive Functioning Page, “Self-management skills are the mental processes that enable us to plan, set priorities and resist impulsive actions or responses. A student needs to sort through a constant stream of sensory information and needs to employ self-regulation strategies to monitor and regulate one’s thinking, attention, behavior, emotions, and social interactions.” Students who struggle in this area may benefit from tools and strategies that support self regulation such as visual schedules, social stories, movement, and engagement. SELF-REGULATION Student choice is an important aspect of addressing self- regulation. The Zones of Regulation is an instructional program with engaging visuals that educators can use to teach students self-regulation skills. The program offers a color-coded self- evaluation scale where students rate their emotions and then choose from a menu of activities to regulate their emotions to the just right level for learning. The Zones of Regulation App Bundle is a supplemental digital tool which uses a game format to teach the foundational concepts of the program. Students can also create their own choice board from scratch.

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Students can include their preferred activities of self-regulation such as going for a walk, deep breathing, referring to a picture schedule, reading a book or social story, listening to calming music, or writing about their feelings in a journal. Buncee is a great digital tool for creating a choice board.

Teaching and Using Visual Schedules. https://www.youtube.com/watch?v=iJvBqR6B0VI

Self Regulation Choice Board created in Buncee app.

VISUAL SCHEDULES A visual schedule communicates the sequence of upcoming activities or events through the use of objects, photographs, icons or words. (Hume, 2024), When students feel anxious or upset, providing visual schedules gives them predictable schedules and structure during their school day. Visuals are effective in helping students regulate their emotions and engage successfully in learning activities. LessonPix is a website that provides an easy tool to create and print visuals in the classroom for student schedules, classroom games, choice boards and more. For examples of how to incorporate visual schedules in the classroom and at home, watch the video Teaching and Using Visual Schedules. Visual schedules can be used for school day schedules, following steps of a task, as well as morning and evening routines at home. Visual schedules are especially effective for students with Autism Spectrum Disorder (ASD). SOCIAL STORIES Students often have difficulty when routines change at home or school. They may need to relearn expectations, become familiar with a new sequence of events or get to know a new staff person. Using social stories is a great way to prepare students for successfully navigating these changes. This video describes and illustrates how to create social stories for new routines. Using Social Stories for New Routines.

Using Social Stories for New Routines. https://www.youtube.com/watch?v=7CdjxrQSD6w

Social stories can be created digitally and then be presented to students either digitally on a tablet/computer or printed out in paper books. One tool that is very useful for creating social stories on an iPad is Pictello App. Students who need alternative access can use 1 or 2 switches to turn the pages and listen to the story read back to them independently. Likewise, students can use their fingers to tap and swipe through the pages of the story. MOVEMENT Movement plays a critical role in preparing our brains for attention and learning. Educators should consider starting a lesson with a short movement activity before moving on to more focused work that requires intense attention, cognition or writing skills. The article and podcast To Boost Learning, Just Add Movement explains more about the connection of movement and learning. Showing videos can be an easy way to provide fun and

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Category

Strategy/Tool

Description

engaging movement activities to the whole class. Review these 20 Brain Break Videos to see examples of ready made movement activities that take little time and effort to set up and implement with your students. ENGAGEMENT The first principle of UDL, engagement, is a prerequisite for effective learning. According to Center for Applied Special Technologies (CAST), affect represents a crucial element to learning, and learners differ markedly in the ways which they can be engaged or motivated to learn...there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential (CAST, 2018). If students are not interested in the content being presented or motivated by the instructional methods, they may become easily distracted, frustrated, or disengaged. Sometimes educators make assumptions about what a student is capable of and are stuck in a fixed mindset. A growth mindset is vital to helping students reach their potential. The video Growth Mindset vs Fixed Mindset may provide some new insights.

Self Regulation

SETC’s Executive Functioning website page highlighting self regulation tools and strategies Video (7:53 min) by Kreative Leadership illustrating research proven games to teach self regulation to kids Article from Pathway 2 Success website describing self regulation and 15 strategies to use with learners Website and paid self regulation program with book and digital materials Group of apps for an iPad to teach the 5 zones of regulation in a gamified approach Website with digital tools for creating custom choice boards Video (8:55 min) showing how to use visuals sched- ules in the classroom and at home

SETC Executive Functioning Website: Self Regulation

5 Incredibly Fun Games to Teach Self Regulation

15+ Strategies to Help Build Self Regulation Skills

Zones of Regulation Program

Zones of Regulation App Bundle

Buncee

Visual Schedules

Teaching and Using Visual Schedules

Visual Schedules in the School Setting

Article on structured teaching and visual schedules in the classroom

LessonPix

Website to create printable low tech visuals App that provides visual choices for daily routines, emotions and behavior Video (2:57 min) by Edutopia talking about how social stories can support new routines Video (13:54 min) by Mo Buti, expert on Autism

ChoiceWorks App

Growth Mindset vs Fixed Mindset. https://youtu.be/M1CHPnZfFmU

Social Stories

Using Social Stories for New Routines

An excellent way to engage and connect students of all abilities in your classroom is to set up Project Based Learning (PBL). PBL is a teaching method in which students learn by actively engaging in real-world and personally meaningful projects (Buck Institute of Education, 2024). PBL provides students opportunities to learn teamwork, participate in learning at their ability level, capitalize on their strengths and to engage in critical thinking about a complex issue. See Table 1 for the previously mentioned tools/strategies as well as a few more. For a more accessible version of Table 1, refer to this EF Self Management Resource Document.

Autism and Assistive Technology: Social Stories, Narratives, and Scripts Social Stories for Kids with Autism - The Ultimate Guide

Article offering a complete guide to

using social stories with children who are autistic Website by Autism Little Learners offering a variety of pre-made printable social stories.

Print pre-made social stories from Autism Little Learners

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Pictello App

App to create social stories that are switch accessible Video play list by Go Noodle with a variety of engaging movement games Article & Podcast about the benefits of move- ment to boost learning Article on how to inte- grate physical activity into lesson planning Article about best yoga apps for kids Webpage with strategies for maintaining focus and attention Video (2:19 min) by John Spencer describing a growth mindset versus a fixed mindset as it relates to learning Article discussing how to differentiate learning by offering choices

more manageable chunks, and they may have trouble seeing the main idea.” Students who struggle with information management may be helped by introducing them to systems and tools that organize information efficiently such as note taking, color coding, graphic organizers, and breaking down processes. NOTE TAKING Note taking is a critical skill for students to organize and understand the materials they are learning whether it be a lecture or reading assignment. Strategies for note taking can range from creating outlines to specific note taking strategies. Part of learning to effectively take notes is learning which method is most effective within the context the student is working. For example, outlines can help a student organize information for an essay and the Cornell note method may be more helpful when listening to a lecture. The website, Understood.org has an article with 5 Simple Strategies for Note Taking that is a great starting point.

Movement

Go Noodle Games

To Boost Learning, Just Add Movement

5 Strategies for Inte- grating Movement into Learning Best Yoga Apps for Kids 2021 SETC Executive Function- ing webpage highlight- ing tools for maintaining focus and attention Growth Mindset vs Fixed Mindset

Engagement

Differentiating by Offering Choices

Project Based Learning A website dedicated to educating others about project based learning

Students: Getting Starting with Flip

Video ( 44 sec) by Flip describing Flip’s versatile video response tool as a choice for students.

Table 1 - Executive Function Self Management Resources.

INFORMATION MANAGEMENT How do students store information both physically/digitally and mentally? How do they use the information effectively to produce a product such as an essay or complete an assignment? How do they decide the priority and steps to complete an assignment? Students who struggle in the area of information management may not know where to start or may get stuck on one step and not complete the others. Information management includes how students receive information and what to do with that information to use it effectively. According to the Fairfax County Public Schools Assistive Technology and Executive Functioning Page, “Information management skills assess a student’s ability to come up with the steps needed to reach a goal and to decide their order of importance. Students with weak planning and prioritizing skills may not know how to start planning a project, may be easily overwhelmed trying to break tasks into smaller,

Blank Cornell note template.

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COLOR CODING Color coding can also be a helpful way for students to keep information organized into similar topics and subjects so they can keep the information sorted efficiently. This can help them when they go to retrieve the information so they don’t need to go through all the information every time they need to use it. Two articles that give some specific color coding strategies are 7 Color-Coding Tips to Get Your Child Organized and Color Coding: The Differentiation Strategy You Never Knew You Needed. GRAPHIC ORGANIZERS Graphic organizers are a great method to sort information in a context specific manner that helps to track and visualize the information at a glance. Electronic graphic organizers have the added advantage of allowing the information to be links that take the students directly to more information that may be needed. It is helpful to teach students to use different types of graphic organizers depending on the information they need to synthesize. Creately blog has a resource list teachers and students can explore called The Ultimate List of Graphic Organizers for Teachers and Students. Tools for Life Georgia AT Program created a video, Using Graphic Organizers to Support Students with Disabilities, which demonstrates different graphic organizers with examples of how they can be used.

See Table 2 for the previously mentioned tools/strategies as well as a few more. For a more accessible version of Table 2, refer to this EF Information Management Resource Document.

Category

Stragtegy/Tool

Description

Ñote Taking

Website with Tools/Strat- egies and information on Executive Functioning Video (6:40 mins) by College Info Geek. Audience for video is college students but information is relevant for any student.

SETC Executive Func- tioning web page: Note Taking How to Take Notes in Class: The Five Best Methods

5 Simple Strategies for Note Taking 7 Most Efficient Note Taking Methods Example: Cornell Notes Template available at gdoc.io How to Study Your Notes (Effectively Highlight and Color Code) How assistive technol- ogy can help kids with note-taking School Tips and Orga- nization: Color-Coding School Supplies and Subjects Color Coding: The differentiation Strategy You Never Knew You Needed

Resource Sheet from Understood.org

Article by LifeHack.org

Consistent notetaking method with sections for lecture notes, key words & questions, and a summary Video (5:17) geared toward older students by @Mister Messinger

Article by Understood. org

Color Coding

Video (1:24 mins) by Understood.org

Article discussing how teachers can color code content to help students understand and retain information better. Ideas for organization with color coding by Understood.org Article discussing color coding calendars. This is an option with any electronic calendar such as MS Outlook or Google Calendar. Video (2:53 mins) by Tools for Life Georgia AT Program

7 Color-Coding Tips to Get Your Child Organized

Using Graphic Organizers to Support Students with Disabilities. https://www.youtube.com/watch?v=-zxM9kBH2EE

The Pros and Cons of Color-Coding Your Calendars

BREAKING DOWN PROCESSES (TASK ANALYSIS ) When considering how to use information efficiently in creating assignments and projects, task analysis is necessary. The assignment or project must be broken down into manageable pieces. Understood.org has an article called 6 Steps for Breaking Down Assignments to help students learn to do this. The Watson Institute has a video showing how to break up homework assignments which can be watched here: Visual Chunking: Homework.

Graphic Organizers

Using Graphic Organizers to Support Students with Disabilities The Ultimate List of Graphic Organizers for Teachers and Students

Resource sheet by Creatively blog

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TIME MANAGEMENT How do we manage our time at home and at school or work? How do we monitor our progress on projects and task lists? People who struggle with this often miss due dates on tasks/ assignments or are late for class or appointments. Time management is a lifelong skill that makes a difference in managing assignments at school, keeping medical or business appointments, and maintaining healthy relationships by arriving at social functions with family and friends in a timely manner. According to the Fairfax County Public Schools Assistive Technology and Executive Functioning Page, “Time management skills are essential for a child’s success at school. It allows a child to complete tasks in a timely manner. To have strong time management skills, a student should estimate the time necessary to finish tasks and make and follow a schedule. Time management involves a child monitoring their own effort and actions, having an appropriate sense of urgency to complete assignments, and having the ability to follow step-by- step procedures.” Students who struggle in this area may benefit from tools and strategies that target time management. We will share more information on specific resources including timers and reminders, schedules and to do lists, calendar tools, completing assignments and goal setting. TIMERS/REMINDERS There are a variety of timers and reminders from low tech to high tech to support memory and behavior for students. On the low tech end, there are a variety of visual timers and counters that work well for students, some which can be customized to the learner’s sound sensitivities for a higher success rate. Strategies for giving reminders complement the tools, as described in the article How to Give a Reminder that Improves Behavior. For high tech, Apple Reminders App or Reminders on Google Play are sophisticated apps with options for both voice and touch access to set up smart reminders. For more details on these features, watch Using Apple Reminders like a pro: 7 Features you need to know. SCHEDULES/TO DO LISTS Everyone depends on written lists such as post-its these days, as there are too many schedules and lists to remember! It’s always wise to have a printed list when electronics are not easily accessible. Here’s some creative ideas for Printable To Do Lists for Kids. When tablets or phones are available, apps such as Choiceworks App or Kids ToDo List come in handy for customizing lists and visual schedules. The Choiceworks App for Visual Schedules provides critical support for students to participate in home and school routines and improve behaviors such as staying calm and waiting.

Google Drawings for Graphic Organizers

Document explaining uses for and how to create graphic organizers with Google Drawing by Eric Curts from Ctrl-Alt- Achieve Website with Tools/Strat- egies and information on Executive Functioning Video (6:40 mins) by College Info Geek. Audience for video is college students but information is relevant for any student. Resource Sheet from Understood.org

Note Taking

SETC Executive Func- tioning web page: Note Taking How to Take Notes in Class: The Five Best Methods

5 Simple Strategies for Note Taking 7 Most Efficient Note Taking Methods Graphic Organizers for Kids

Article by LifeHack.org

Text based graphic organizers for different contexts available for download by Under- stood.org E xample of a graphic organizer

Popplet App

Breaking Down Pro- cesses (Task Analysis)

Breaking Down Assign- ments and Tasks

Video (1:49 mins) by UMD ADHD

Article by Understood. org

6 Steps for Breaking Down Assignments

Visual Chunking: Homework

Video (1:53 mins) by The Watson Institute Website that breaks down assignment into tasks and creates due dates for each task based on date assignment is due Free online tool that simplifies text and has vocabulary building tools Free online tool that summarizes text Video (8:34 mins) from readingwritingtutor.com The ideas presented here work for Windows and Mac also.

Assignment Calculator

Understanding/ Processing Written Information

Rewordify

Text Compactor

Digital platforms to manage information

How to Organize your Google Drive Folders for School

Table 2 - Executive Function Information Management

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components of self-direction and accompanying rubrics that guide self-direction assessment for various grade levels from Kindergarten through 12th grade. For older students in high school and college, assignment calculators guide students in this planning process. University of Minnesota’s Assignment Calculator offers a web based system for calculating dues dates and breaking down assignments into manageable steps. See Table 3 for the previously mentioned tools/strategies as well as a few more. For a more accessible version of Table 1, refer to this EF Time Management Resource Document

Category

Strategy/Tool

Description

Timers/Reminders

Video (8:57 min) high- lighting 7 features of the Apple Reminders app Article outlining the steps for giving reminders that improve behavior Webpage showing a variety of visual timers and counters to help par- ents and teachers with children with autism Links to downloading Apple or Android Reminders apps Webpage on tools and strategies for keeping task lists Video (1:09) by StepUpAT Project on how to use the Choiceworks App Article with tips for to-do lists Website that provides free printable to do list designed for kids Create digital schedules and lists using these Apple or Android apps L ink to free Kids ToDo List app on the Appstore Webpage focusing on calendar tools and strategies V ideo (10:00) by a student showing how she stays organized with Google Calendar Article from Cornerstone University

Using Apple Reminders like a pro: 7 Features you need to know How to Give a Reminder that Improves Behavior

Choiceworks: App for Visual Schedules. https://youtu.be/tigXrKqXNVc?si=OQrJwDASBh5Ng66M

CALENDAR TOOLS

Visual timers and counters

Apple Reminders App or Reminders on Google Play SETC Executive Function- ing webpage highlight- ing Keeping Task Lists

Schedules/To Do Lists

Choiceworks App

A cell phone being held in a person's hand with calendar app showing.

Get More Done: Try These 10 Simple Tips for Better To-Do Lists Printable To Do Lists for Kids

In today’s world, students need to manage their time with either printed calendar planners or electronic calendars on their phone or computer to track daily activity schedules, study time, assignment due dates and important school or home events. In lieu of purchasing expensive planner books, one option is Printable Microsoft Calendar Templates to attach to a notebook, put in a folder or stack on a metal ring in a backpack. A higher tech option is to use the calendars built into their phones or computers such as Google Calendar. In this video, My Google Calendar System: Student Productivity and Time Management, a student talks about how she organizes her school and personal life with color coding and themed calendars. COMPLETING ASSIGNMENTS/GOAL SETTING Building self-direction skills helps students set goals and initiate steps for completing assignments in a timely manner. In an effort to improve student skills in self direction, the BEST group created a Self Direction Toolkit in 2020 that describes the

Choiceworks App or Kids ToDo List (Apple and Google)

Kids ToDo List

SETC Executive Func- tioning website page focused on Calendar Tools My Google Calendar System: Student Productivity and Time Management 5 Reasons You Should Be Keep- ing a Calendar

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Printable Microsoft Calendar Templates

Website providing free printable calendar templates Video (10:05 min) narrated by a student on how she used Google Calendar System Webpage focusing on tools and strategies for completing assignments

ORGANIZERS Organizers can be a way to help students create systems to keep track of materials. Most of us use organizers throughout our day in various contexts such as an In/Out basket or a set of key hooks beside the garage door. Understood.org has an excellent video showing systems for organizing materials called School Tips and Organization: Color-Coding Tips for Organization.

Visual Schedule Planner App

Completing Assign- ments/ Goal Setting

SETC Executive Function- ing webpage focused on completing assignments Special Education Learning Tips for Visual Chunking Homework

Video (1:53) by the Watson Institute

Self Direction Toolkit

Pdf document (65 pages) with self-direction rubrics for multiple grade levels Web-based assignment calculator for high school or college age students

University of Minnesota’s Assignment Calculator

MATERIALS MANAGEMENT

School Tips and Organization: Color-Coding Tips for Organization. https://www.youtube.com/watch?v=v_RbzEA0Bzc

Table 3 - Executive Function Time Management Resources.

How do students keep track of books, papers, gym shoes, and activity supplies? How do they remember to turn in projects/ papers? How do they keep their rooms organized so items can be found? Students who struggle with materials management often do not turn papers/projects in or they are turned in late. They cannot find school and/or sports supplies. Looking for these as they are supposed to be going out the door can cause frustration for the students, caregivers and teachers. “Materials management skills include the ability to keep one’s workspace, play areas, and materials orderly. Students must also understand what materials are needed and be able to readily find and utilize what is needed for a task.” ( Fairfax County Public Schools Assistive Technology and Executive Functioning Page) Struggles with materials management can lead to frustration for students and teachers alike. Students may miss out on activities or social time due to these struggles. Teachers may need to take time away from other activities to assist students who need to find needed materials. Students who struggle in this area may be helped by using organizers, checklists, and color coded materials. As part of materials management, it is important to remember electronic materials also need to be managed. Finding systems to manage electronic files and data is an important skill that students will benefit from learning as a lifetime executive function skill.

CHECKLISTS Checklists and organizers can be a simple strategy that is helpful for students as they learn to keep track of their materials. The Technology Resources for Inclusive Learning website from SETC has an Executive Functioning page with a section for Keeping Task Lists that has several examples of electronic task lists. Understood.org has printable luggage tags for backpack checklists.

A morning routine checklist.

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EXECUTIVE FUNCTION INVENTORIES If you need help to identify a student’s strengths and needs, Executive Function (EF) inventories may be a good place to start. None of these inventories are meant to be diagnostic measures. Rather, they are screening tools that can help pinpoint an area or two that you can support or teach some strategies to improve EF.

ELECTRONIC FILE MANAGEMENT It is important to remember that electronic materials also need management. We have all seen (or have) a computer desktop covered in files and folders which highlights the need to find a system to manage electronic files. This is an important skill for students to learn if they are going to be able to utilize electronic material effectively. One way to do this would be by school year, subject and assignment. For example, an English narrative essay from the spring of 2024 could be titled, “2024English_NarrativeEssay.” For more ideas to manage electronic files, Deep Roots Learning system has a video, How to Organize your Google Drive Folders for School, that explains how to organize digital folders. Although the article is specific to Google, the ideas work for any platform. See Table 4 for these ideas and a more extensive list of tools and strategies. For a more accessible version of table 4, refer to this EF Materials Management Resource Document

Dawson and Guare EF Questionnaire (Dawson & Guare, 2009)

Self-report check list where the rater identifies how they think they are doing with certain scenarios; includes a simple intervention guide to identify EF skills to improve and what will be the outcome measure. Can be completed as a self-report or on behalf of someone; answers are not rated on scale; looks at sequential organization, prioritization, temporal organization, spatial organization, categorical organization, and attention. Self-reporting tool about how “true” scenarios are for the rater; scenarios focus on situations involving space, time, objects and people. Gives various scenarios and the ex- pected age-related response to them; identifies the EF age of the person in specific areas.

Organization Problems Inventory (WATI, n.d)

Category

Stgratgegy/Tool

Description

Cognitive Connections 360 Thinking: Questionnaire for EF Skills

Organizers

Video (1:24 mins) from Understood.org

School Tips and Organi- zation: Color-Coding Tips for Organization Organization Tips + Tricks for students 6 Low Cost Organization Tools for Kids by under- stood.org 28 Classroom Organiza- tion Ideas to Make Your Year Easier

EF Age Checklist

Video (3:45 mins) from @ studyquill

Article by Understood. org

CONCLUSION Students who have difficulty with self management, time management, material management, and information management likely have challenges with their executive function (EF) processes. Given that these skills might not come naturally to them, it's imperative to offer appropriate choices, supports, and strategies while also providing opportunities for them to actively apply the skills being taught. When fostering the development of EF skills, it is necessary to consider the students' strengths, preferences, interests, and motivators and allow them the choice of what tools or strategies they can use. Also consider how these resources can be adapted to various settings, age groups, and environments. We all rely on EF processes throughout our lifespan. This underscores the significance of addressing the executive function of students to give them necessary tools in the classroom, as well as essential skills for life. RESOURCES AND FURTHER READINGS CAST: Universal Design for Learning: Providing Options for Executive Function Enhancing and Practicing Executive Function Skills with Children from Infancy to Adolescence SETC Executive Function Website Fairfax County Public Schools Assistive Technology and Executive Functioning Page

Article by Prodigy listing organization ideas for classroom materials that will help students find materials and put them away which also helps the classroom staff Interactive demo of Class OneNote Website with Tools/Strat- egies and information on Executive Functioning Printable luggage tag checklists for backpacks from Understood.org

MS OneNote Interactive Demo SETC Website Executive Functioning Page: Keeping Task Lists

Checklists

BackPack Checklist

Todoist

App to keep track of tasks and To-Do’s

Managing Electronic Materials

Video (8:34 mins) from Deep Roots Learning The ideas presented here work for Windows and Mac also. Use scanning apps like Microsoft Lens app to scan information into a digital file

How to Organize your Google Drive Folders for School

Scanning Apps to Digitize Info

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Table 4 - Executive Function Materials Management Resources.

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Tools and Supports for Executive Functioning Challenges - Loudon County Schools Presentation. Main themes for this article originated from this resource with permission from Judith Schoonover. Understood.org CHADD Why We Should All Be Focusing on Executive Functions: Chopped Analogy REFERENCES Assistive Technology and Executive Functioning. (2024). Fairfax County Public Schools. https://www.fcps.edu/academics/ academic-overview/special-education-instruction/assistive- technology-services-ats-3 Barkley, R. (2011). The Important Role of Executive Functioning and Self-Regulation in ADHD©. Russell Barkley. https:// www.russellbarkley.org/factsheets/ADHD_EF_and_SR.pdf

WATI. (n.d.). Assessing Students Needs for AT. Chapter 9: AT for Organization. https://www.wati.org/free-publications/ assessing-students-needs-for-assistive-technology/page/2/ PAID TOOLS • App: Pictello • App: Choiceworks

• App Bundle: Zones of Regulation • Book: The New Social Stories Book • Book: Smart but Scattered Kids • Book/Website: Zones of Regulation • App: Popplet • Website: Buncee • Website: Lesson Pix • Website: Visual timers and counters

Brown, T. (2008). Executive Function Skills. CHADD. https:// chadd.org/about-adhd/executive-function-skills/

Brown, T. E. (2023, October 5). Is executive function disorder a real diagnosis? Understood.org. https://www.understood. org/en/articles/is-executive-function-disorder-a-real- diagnosis

Buck Institute of Education. (2024). What is PBL?. PBLWorks. https://www.pblworks.org/what-is-pbl

CAST. (2018). Universal Design for Learning Guidelines version 2.2. UDL Guidelines. https://udlguidelines.cast.org/

Dawson, P., & Guare, R. (2009). ESQ-R Self Report Assessment Tool. Smart But Scattered Kids. https://www. smartbutscatteredkids.com/esq/ Dawson, P., & Guare, R. (2018, February 28). Definition of Terms. Smart But Scattered Kids. https://www. smartbutscatteredkids.com/about/terms/ Free Templates for Google Docs. (2023, February 8). Free Google Doc Template for Cornell Notes. Cornell Notes Free Google Docs Template. Retrieved February 5, 2024, from https:// gdoc.io/note-templates/cornell-notes-free-google-docs- template/ Hume, K. (2024). Visual schedules in the school setting. Reading Rockets. https://www.readingrockets.org/topics/autism- spectrum-disorder/articles/visual-schedules-school-setting

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