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these people first thing in the morning so that’s a good thing and a bad thing right there’s a reason why you guys are here and if everything was going swimmingly you’d probably be here you’d be at home having your second cup of coffee so thank you for coming and if you would have questions along the way here’s what I’d like to do because there’s a lot of information that we can talk about there will always be sort of directions we can go let’s save the going off in different directions for the time we have the questions at the end but if you have clarification questions along the way please raise your hand and ask them because if there’s something that is unclear to you it’s probably under there to other people too so executive functioning tell me what executive functioning is anybody wanna yes hi management’s a good one and the other thoughts yes organization there’s a good one too any other thoughts yes yeah it’s all sort of go together to jump them time management planning and organization they overlap a lot so sometimes the best way to think about this is to think about what kids look like without good executive skills and we’re going to talk about that we’re going to talk about both a formal and an informal definition of executive skills and here is the plan for the morning we’ll see how closely we can stick to this we’re going to talk about development and what you need to know in order to be able to think on your feet as you’re trying to help your kids with organizational skills we’re going to talk about what happens when your child’s development is not synced with the executive demands in the world and we’re going to talk about then what you do about it how do we create an environment for kids with executive skills are going to progress in their development and where you can support them so if we have more and everybody needs them I’m just gonna this is the slides just to pass them down and this is the article think of sticking in an extra slide or two and after I had sent these off so but mostly things were there okay so this is one of my favorite examples of kids with executive function or adults with a weak executive functioning right and I’m here to tell you by the way that there is life on the other side of this this this was my son so he’s 28 now and he actually seems to be turning into a fine upstanding human being and so there’s there’s hope I found my fingers crossed because they’re 28 you’re still not 100% certain but he worked each one I’m sorry I didn’t know this was back that this was sewing in piece by piece so let’s get this it’s just not going to give me the whole thing so the formal definition there okay so um the important thing to remember is that the executive functions all have to do with supervising your own thinking and behavior so kids who have weak executive skills have a part of time supervising their own work if you feel like you’re working overtime to be able to get your kid on track to make sure everything is done that’s because you are a child who has weak executive skills is lacking an ability to provide oversight for their own efforts and they seem to arise what we know right now is there are three different brain circuits that seem to be involved in this and I’ll spare you the details on that there is a lot that’s written about it if anybody is interested in getting into the details of that brain development but we know that those three different brain circuits all overlap in the frontal lobes and so we usually the frontal lobes it’s being the primary

seat of executive functions but they are no in no way the only place in the brain where we see them when you’re thinking about executive functions we talked about that in terms of functions the hop is easy to remember because it’s all about emotions and behavior so those executive functions apply both to thinking and behavior and you have in your handouts we won’t go over it in a huge amount of detail it’s not important that you remember the list but there are a set of executive events we apply to those cool skills there’s a set that we apply to the hot skills emotions and behavior but what you need to know is is different researchers and clinicians and authors will break those things down in different ways cool versus hot are clearer have cleaner brain function and brain circuitry karlitz but then how do you break it down specifically within those categories varies from one person to the other here is the list that we are using first of all I have to apologize I have a PC and this is a map and when you switch PowerPoint from a PC to a Mac sometimes you lose things like alignment of the belly button that that really bothers me because I don’t have that one is sort of self-explanatory we’ll talk about that a lot as working memory here’s what you need to remember about working memory working memory is the ability to hold information in mind long enough to use it for a particular goal sometimes that’s a short-term goal go upstairs get your hat your coat your shoes meet me down in the kitchen right and then 10 minutes later you get this kid who’s still sitting upstairs to say I know what was that you want me to get right fuzz balls off the rug but as kids get older the demands shift and instead what you have is you know you have three weeks to get this project done here are the steps in the process can you remember what you were working on the day before or can you remember the eye you had about where you were gonna bail with this paper those are all working memory issues we used to think about working memory whereas sort of a scratch pad function just holding things on the scratch pad for a little while but what we’re understanding now as we have more advanced brain imaging techniques that said it’s really a much more dynamic sort of thing so it may be sitting in a classroom the teacher says remember we were talking about the Civil War and how the Civil War was different than you know the wars that came before EFT and you’re calling up that information what do you already know about this pulling it up onto your scratch pad comparing it to incoming information you’re thinking about it what information can you toss what information you need to hold on to and maybe holding that over to the next day so it’s a very dynamic sort of process the ability to initiate if you have kids who seem to have trouble getting started yeah this one drove me crazy now my kid actually does seem to have gotten is sort of to the other side flat which is again there’s good news and bad news here the ability to start something is a neurological function that is a lot harder than stopping something so our brains are wired in a way where it’s easier to keep doing what we’ve already been doing than it is to stop and then start something else so you know a lot of times what you hear from kids for the creation ability is they’ll say no I’m gonna do it right but it’s due tomorrow I know I said I was gonna do it you know get off my case alright but it’s 10 o’clock now we’re supposed to go to bed at 9:30 well I said I was going to do it right so that initial sometimes you need to really help the vets or like you know deputy turns to it with them get it started we’ll talk about some ideas and if you have more questions about initiation we can talk about that later

and then task monitoring the ability to pay attention to what the goal is to assess whether you’re on track to meet the goal do you need to adjust your pace you need to adjust your work style are you on track self-monitoring is just a little bit different and has more to do with monitoring your own behavior and looking around you do seem to be meeting the demands of the subtle social environment as your behavior in line with what teachers have asked you to do the ability to inhibit which is just the ability to stop something what’s the flipside of inhibiting impulsive exactly impulsiveness so my definition if you’re impulsive you have we envision skills and just as an aside for the subgroup of parents here who have kids with ADHD what those of you who have kids who are on medication what medication does is it bolsters that inhibitory mechanism it doesn’t necessarily hit all the other executive skills but it’s good on the inhibition panel which in turn makers emotional control because a lot of that is about inhibiting but it doesn’t take care of the problem entirely because emotional control implies that you can bring thinking to bear on your emotions just step back and observe yourself and then the ability to shift so there are some kids particularly those with attention disorders without diaper activity to this particular issue with attention is not paying attention it’s shifting attention so they get locked on to a task like a dog with a bone and then to get them to meltdowns when you try to I wanted you to have this don’t need to go over this in kids who have troubled with executive functioning and it’s sort of a good model for thinking about your own child and what areas of weakness are because executive functioning is a ganda comprised of several different circuit three and medicine brain and some people will have trouble with all of them some with just some and but the pattern and the intensity changes so what you do will depend on where the specific weaknesses are what’s importantly thinking about this is to remember that there’s a little bit of magic about executive functioning so you have those tables of skills and you can break it down skill by skill but there’s something that’s different about it when it’s working well when executive fruits in searches coming along you hardly even notice the parts and we talk about it like riding a bike someone who rides it like well it looks so easy but when you think about the specific skills when you break it down you find that oh there are actually a lot of parts to this and perhaps just as important coordinating the various parts is really critical so some kids have trouble with a particular part and some kids do fine until you get to the will be able to put it all together which is roughly about what middle school was when you start having to really put everything together and that bumps up again and getting of high school but you can know how to pedal you could sit on an indoor bike on wind trainer and pedal a bike and you can practice the steering because you can turn on winter and you can get all the parts but if you go outside and get on a bike you’re not going to be able to ride because it’s the putting it all together where the magic happens and the same is true of executive function typical development there are developmental surgeons that’s important because they affect the overall pattern and what we know it’s that executive functions rudimentary executive functioning starts really early in development but there are particular places where you see real growth and they tend to be about around the ages of like five or six is your first big surge and then around middle childhood which is like third fourth grade and then it gotten around mid-adolescence for mid to late adolescence so as your kids are getting to mid to late high school and that transition out of high school is a

package of skills where kids tend to start advancing so the early efforts are those building those individual skills peddling braking steering and then once you get into later development it’s both about coordinating and also about building better efficiency so when things are going smoothly things work really well now we have some complicating factors we won’t get into a huge amount but you know the demands in the school system and say all schools public and private changed dramatically over the years I don’t know about you but I remember kindergarten first grade mostly what we did was went for walks and we collected leaves right ironed them between two pieces of wax paper and sometimes for an encore we watched duck eggs hatch in an incubator right now you take kids in preschool and sit them down a little desks and give them worksheets and tell them they’re supposed to be able to do the alphabet right so really I’m not sure that these demands work well for executive functioning even kids who can handle with content may not be able to handle the executive demands so what we’re seeing is a lot more kids that are falling out of the pack kids are particularly who are really nice average development kids and remember the word average has taken on negative connotations in our society but what it means is that huge group of kids who are nicely under the bell in the bell curve they’re all average and that’s what most of the world is made up of right it’s a perfectly acceptable thing and actually sort of a nice thing so but we know that kids do are delayed are going to be out of sync we already know that there’s more of a tendency for things to be out of sync because of the advancement of these demands in the curriculum and when that happens you’ll see delayed kids but you’re also going to see the gap widely at the point of those developmental surgeons because if you’re delayed and the other kids are surging ahead at first fourth you know 12th grade and you are not the gap of temporary until you catch up here’s what happens is not doing work because he doesn’t have the ability to use the skills to keep up meaning does not not sure when to do to work expenses how when you get to see a couple sees how do you act towards him like you act like that was good enough for one of you through that or if you say you need to work harder it’s not about it but see it’s not about working harder if you don’t have the skillset we’ll talk about that it’s never about working harder because really I just worked as hard as I could and that’s how I got this thing if I don’t have the skill it’s working harder isn’t going to help me right it’s sort of like telling somebody who’s never run before just run faster right so what you have to do in the same way is help them build up to that do you have to know what they can do and then you have to provide the support for what they can’t do give them a structure that is that’s what we’re going to show them out there you do you do neither depending on if you really think that’s their best work what you do is you talk about the content well that’s great you knew that here’s a piece you didn’t seem to know or if it’s in late you can say you know what Wow it’s a shame that you didn’t get this in sooner because you lost 10% on this you would have done much better without it let’s talk about how I can work with you to help to get it in soon next time so it’s an acknowledgement of the they’re truly having trouble with but you’re trying to give them some support for the things they did now gosh I know you knew this it’s a shame that you didn’t study first because I think you would have had it right on the tip of your tongue and would have been able to get better okay so there is a lot of normal variability in the development of executive functioning just like there is in other areas of development so sometimes why is it kid having trouble I don’t know he just hasn’t gotten there yet you know it’s not necessarily a

diagnosed old condition we do know that there aren’t some diagnoseable conditions that are associated with keep your executive functioning we know that kids with ADHD we know kids with autism spectrum are older and we know that kids with a certain number of medical disorders will have particular issues with executive functioning we know that kids with learning disabilities tend to have a huge overlaps of these kids with delay so there are some diagnoseable disorders and those things tend to be more enduring although there’s you know developmental disorder by definition you’re going to look different over time and really even these wildly hyperactive young kids will develop into much better skills with just a little input and direction over time but we also know that there are some temporary things that will affect executive functioning we know that anxiety and depression well it’s not as executive functions and that’s really important because if you’re really overwhelmed or stressed out you’re going to have you’re going to be essentially secreting neurotransmitters that are going to cut off your access to the frontal lobes that’s what they’re designed to do that’s what their whole that whole fight-or-flight thing is so overstressed kids tend to have weaker ability to use the executive functions that they already have and that’s pretty easy to remember because if you think about what happens if you are preoccupied not the fist has ever happened to me but you walk out in the morning and just as you’re walking out there husband says something to you like I thought you were going to do this you know and you’re like late and you’re on your way out and so you say don’t have time to get into this but you know you can’t avoid getting into in your head you’re already having the argument probably for most of the days writing itself the things interfere we know that physical health status is really important kids who are sick kids who are sleep-deprived kids who are not getting adequate nutrition this is sound like your 11th grader yet they all have trouble so these things are really important improving health habits sleep nutrition is not going to change that group of kids that has a diagnosable developmental disorder it’s not going to magically make the executive function because there’s no good way but it improves them and there is a subset of kids who would not have problem if the rest of their lives were together so keep that in mind I don’t want you to understand that as separate that no kids should experience stress because we also know that there’s sort of a u-shaped curve to the effects of stress so if someone says to you you need to get this done remember you have 12 weeks to do it you’re probably not experiencing a lot of stress until you get closer to the end of that 12 weeks right and unless you’re a very anxious person in which case the second that it’s assigned is the moment that the anxiety starts but as you get closer and closer to that 12 foot out you’re going to have little bursts of adrenaline and adrenaline is what essentially smoothes out the communication between the neurons in the brain and creates a sliding pathway and so that’s helpful to people so again there is an amount of stress that’s helpful and helps you to get things done this is some of my favorite research there’s the elegant research yet what is their resource in our brains for executive function and does it get used up and believe it or not I love this stuff I’m a real nerds at brand research I love it yes there is a specific resource that we can track so actually you can track my pijama storage the election is distorted Luke owes in the brain and as glycogen diminishes so does executive functioning and furthermore it is the same resource for hot and cool skills so if you’re working really hard to keep yourself in line behaviorally you have less available for thinking you’re working on a really hard project you’re have less available for control now we all know that to some extent

right if you’re working really hard if your kids are working really hard on one thing they tend to fall down in other areas particularly those kids who have more limited resources and some kids just seemed to be born with limited resources they don’t store as much glycogen and I think those are our for instance our DHD kids who tend to just run out of speed more quickly less available over time how do you restore glycogen one is by actually glucose I have really big on good nutrition so this really bums me out the research shows that a glass of sugar to lemonade will help you function better I would say you know if your kid is working really hard and maybe Gatorade instead of just lemonade because plain sugar it’s not so great for you in other ways but it does score so sex and a little bit of glucose are helpful for kids the other thing is that the time in certain situations will help restore that energy and interestingly enough television time which kids experience as being a rest break does not do this but what does do it is time nature music doesn’t others or their activities that are considered mid-level demands on your attention so your brain is essentially free to wander while you are experiencing something positive and really television doesn’t do that television demands your attention in certain ways and even background attention to the level of you know violence and cop shows and things like that seems to get print off the track it raises the anxiety level even when people aren’t aware of it so anyway I love that research better than I like the fact I’m supposed to be my kid sugar yes it does not seem to help but mostly familiar music works well because your brain doesn’t work hard to follow the patterns as it does with unfamiliar music you know how if something something that you know they listen to a million times it ranges slides right into that so it’s not commanded of attention so it seems to work and for emotional reasons anyway I think particularly as kids hit teenage they need a little bit of white noise because it seems to help them screen out all the other things that are distractors you know who said what to whom in the bathroom those sorts of things so that also means that if your child is having trouble with maintaining attention and you say to them you’re gonna sit at this desk until you finish this assignment what are you doing you are ensuring that they’re going to have more trouble if on the other hand you saves them you know what you clearly need a little bit of a brain break you know take two laps around the house and then come back or let’s go for a little walk outside now some kids will tolerate that but really some of your kids are faster but if you can get them to take a break now here’s the definition of a break a break is something that lasts a short amount of time and then you have a plan time to return a break is not something that has no end point it’s very important that you teach your kids that it’s time to take the break how much time do you think you need I don’t know I’ll come back to it when I’m ready no that’s not the definition of a break okay so we know the kids who need support there are two categories right there the kids who are delayed in a specific skill and there are the ones that are having trouble putting it all together when it gets to be time to pull things together that’s why we have that you jump in the problem is the beginning of the middle and usually because at some point the issue is juggling multiple demands and if you have trouble juggling the multiple demands you’re going to start having a lot of trouble and it’s really important because as an adult what are you doing most of your day you are figuring out you know what you need to be attending to right now and somehow your accounting for the things that are going to be me need to be done later or

maybe tomorrow right and you’ve got to account for those well enough to get them off of your radar screen but not so far off your radar screen that you don’t remember to do them insult someone is standing over you saying this was due two days ago if you’re feeling this way if this moment like that yes such a good question yeah yeah let’s talk about it’s easier but let’s talk about that now okay so development here’s what we know we know that development of the executive functions is it’s not complete until very late in life it is the last system to come fully online and the way I like to think of it is that there is good news and bad news the good news is that most of your kids are not anywhere near the point where a full development is expected most researchers think that full development is probably not until your fourth decade of life however generally we see most of the development by around the age of twenty five okay early 20s and that’s relatively new the last decade or two we’ve discovered that kids are still developing there is some great research some of it written in a very light tone by JD g IE d he was the first person to take his research subjects at nih and follow them beyond high school and he discovered great development at that point so most kids have done the bulk of their development though by about the age of 18 that corresponds with that leapt into college where you become more independent so what happens if your kid is delayed all I can tell you is we see a lot of kids first end a first semester of college Christmas break they have by that point either made it to probation or he went down some kids can spunk out with remarkable speed even though they have done well in high school again not that I have ever had a child that would do that / I’m here to tell you it happens sometimes and it has to do with the level of panthans that’s required I mean if you think think about what you did in college it’s amazing any of us survived anyway right so if you have a kid who does not slamm well it doesn’t organize well doesn’t prioritize well um it’s a little scary to think about when you’re on the other side and you’re on the parent side it’s scary to think about most of the kids though remember if they’re young you’re still going to see a lot more development now girls as usual seem to develop more quickly there are some that are still going to be way out of whack and more in that range where the boys are but for the boys my personal experience with kids I’ve worked with and kids I’ve raised has been that that amount of time between about oh 22 and 26 years of age it seems to be another little sprinkling of magic fairy dust or time so you have a lot of time depending on how the way your child is that may or may not even pin really some of your kids are going to even out before they get to that point as with any other characteristic where there’s developmental implications there’s a whole range of some are relatively mild their ear to behind they’re going to catch up they’re going to be fun maybe they’ll need a little extra support or a little extra kick you know early on in college but then they’re going to do fine and then there are kids at the other ends of the spectrum who are just you know so far behind they are not going to make it there and they’re going to need an alternate path in life that’s a very small percentage I would say probably maybe one to two percent of the kids with executive functioning problems not of the general population if we’ll have weak executive functions particular if you have trouble with

planning and organizing here’s what happens you are lack the internal skeleton that we use to paint things on okay so I don’t know about you but I have you know many different areas that I have to put my time and attention to every day when I wake up in the morning and get started right as I’m launching myself out of the cannon I’m thinking to myself okay what are the things that I must get done today what’s on the schedule usually the night before I look at my schedule for the next day because I’ve got to orient myself right I don’t want anything to be a surprise and so I sort of have things planned out these kids don’t until they arrive at wherever the place they have not thought about what they need I kind of walk out of the house with a backpack without thinking about what needs to be in there right well that’s what these kids do all the time I don’t know the backpack was there I picked it up and I walked out right finished your homework did you think about where you should put that homework no good you know I think it’s in there somewhere right so um there what you are doing is two things first of all you’re providing a structure that will help them to man secondly what you have to do is provide a bottle for now so that when their brain is ready for it they have the model in their head because remember they’re delayed while those models are being taught in school sometimes just by example sometimes by specific structure your kids are not ready to pick them up so you’ve got to keep that mutt model in front of them for longer so you know most of these kids are doing fine when they have to have you know the yellow folder every time they walk in the classroom and the teacher sets it up for them and their moms check in at home every night but then once you get rid of that glossy yellow folder that’s when they start falling apart so the other thing that we know is that once something becomes a habit it no longer lives in the part of the brain responsible for executive functioning so the more you can build habits and routines the more your child is going to be able to function the modeling of the structure is for when they’re functioning on their own otherwise it would be okay to just follow them around they do this do this do that right but that’s time limited and as soon as you’re out of the picture it’s not going to work so we’re always trying to get kids to step back and develop a model for how to handle something and try to organize Manitoulin okay so here are some examples of the kinds of routines that we need right beginning of the day and when do you do homework you know how do you fit your sports practice in when do you fit in planning for the next day and how do you work in getting enough sleep you know what is your final line on bedtime when do you make exceptions for that those are all routines if something is going to be different back which so you know it’s a good thing to consider with your child the week of something different is coming up Wednesday we have to you know drive into Northern Virginia for grandma’s birthday dinner so you’re not going to have time to do XY and Z when you’re going to do that right planners and calendars are critical and we’re going to talk a lot more about those and this time to pause and reflect how many of you have kids who have schedules where they have time to pause great I love it just a few of you how many of you have time in your own data well that’s critical time bet in neurological language that’s called the consolidating memory traces right we know that there are certain things that work and I am far from you know someone who can model this perfectly but we know that there are huge benefits even for the executive functions from meditation which I could tell you that I’ve stood models to that but I’m not but I know people who do meditate every day who have found great improvement we do know that kids just need time to calm down and to de-stress and a lot of our kids

are going flow is going right up to the last minute so think about that extra time we always recommend in the classrooms whenever we’re consulting directly that the last few minutes of a class be a time that are slight overview of what we talked about today review of the next day do you have everything you need to move on to next class you know what you need tonight all of those things are just moments to pause and any questions up to this point let’s talk about how the question about child gets a seat right because they can’t do so you have identified what are those other things that they should have done and focus on those not focus on them in the sense of why do you do those to focus on them in the sense of what do you need to know in order to be able to do this better kids are clueless that you know that you need to be involved or someone else needs to be involved in helping them figure now and those become the deliberate focus of what you’re doing with them so you need to alot time for that these are not kids who are going to be able to get their homework done well or on the fly they need time to have you help them plan and organize if you still can and as your kids age it’s going to be a lot harder for you if you have specific focus on executive functioning so that means that you also have to treat it as something to come back to and give them the overview on how they’re doing Jeon notice you started back a lot sooner than then before that that was my friend of time reminder you could just wave your hand we are going to stop at 9:15 and their questions till 9:30 so when you focus deliberately you have to then come back to it if you have told the kid I can’t believe you waited until Monday to start this project and you’ve known about it for three weeks and now you’re terrible on it and what do you expect and you know what if you’ve been doing and have not been telling you you need to get this and done then the next time if they start earlier and they still get allows afraid because they didn’t get it done what do you think well let’s say this if you say to them you did it again right then you have not encouraged whatever positive development they bring it so what you want to say is gee it’s a shame that you got a lousy writing and it wasn’t quite done and you know the teacher may not appreciate this then when you know that I appreciate that you started this a lot sooner well that’s the right direction of course the teacher won’t be able to appreciate it till you get it to the point where it’s actually done on the day of stew so let’s keep working on that buddy what you need to do differently next time repetition helps build routines and happens now we want to repeat things over and over and expect that the first time they’re not going to get it and we know that you want to have a coaching mindset not a policing mindset okay so we’re trying to encourage skills we’re not just at the end of the whole thing I’m going to say you either you know did wrong or you did right let’s take a quick look at this slide and then let’s then we’ll look at how you put it into action in a plan okay so what we’re always trying to do for these kids who are super brain skills is to make planning the first step if you have a three week assignment then the first note is assigned your job should be planning and if you have done the planning well you are done for the day that’s it that’s great work on to project you’re done you know that you need to keep the due dates visible if they can’t see the due date it’s gone it’s out of their head it does exist which means we have to break projects down into smaller chunks or it may help them learn to map it on to a calendar which helps us then to focus on when

they’re going to do the work not when the work is due very two very different things so you don’t do the first long-term assignment with be really hard because the process assignment right if on the other hand if you have now been doing long-term assignments for a little while and you’ve got that down or you’ve been doing labs for a while now then we can start introducing Harper time okay Sanders are critical I have kids they’re already a little older but I it’s a little harder to introduce later but it’s it’s still critical so if your child is not actually using a planner well that’s something you need to get involved with and teach them to do so first of all what day of the week is this do you think looking at this planner what day yes it’s either Tuesday or Wednesday right we don’t know whether they finished the one day and started the next Ramon so it’s Tuesday or Wednesday and here’s what you’ll notice on there there is a something in every square if you don’t have homework it says no homework it’s not just that I forgot to write it down there is no I’ll work that day if it’s something that you were supposed to do you’ve got it checked off already right Wednesday Thursday Friday right those are days that have something else happening that’s down at the bottom so you need to remember when you’re planning that’s grandma’s birthday talk about Thursday notes and on Thursday you’ll notice that there’s something written sideways on Friday there’s something written sideways anytime that you have a due date that’s not tomorrow then you write the what’s due sideways anytime you have something written sideways in a planter box that means that you still have work to do to plan it out and when you plan it out you have to have a list of what are the subtasks involved to be getting that done and then you have to put them on your schedule for the danger going to do that that’s the planning piece so if you have a three week assignment you should still have that written sideways but you will have individual tasks and you will know exactly when you need to do that anybody who has ever done any project management knows that’s essentially what you’re doing and that’s what we need to teach kids to do because test and project our own exists in kids heads as homework it’s just you have any homework now right I did it all in school what about that test oh yeah that’s not till next week that helped get the kids office um well here’s the thing about specific classes it has to be done Vista has to be done on a regular basis you can teach a kid to set up their notebook this way but somebody has to be looking over their shoulder on a regular basis what a big part of the Educare you know absolutely I think it would be a lovely thing I think you get that on the page and then you have a study hall every day for those kids who need it right and the purpose of that study hall these kids are working on their actual work and there’s somebody there monitoring who comes around and says what are you working on that’s funny I don’t see it in your planner what else do you have to do this information Institute is daily and I am like an outside person the learning specialist see you guys are all just doesn’t yes particularly as we’re demanding more earlier of kids remember even those kids who have pretty normal average development are falling out of

the pack now so they need extra skills we can either shift the curriculum again which I don’t think you and I are gonna you know be involved in kids in the school system by the time that pendulum swings back if it ever does but the alternative is to earlier lovely here’s here’s the issue I mean that straight bird maybe first second grade my time you gonna go third grade I mean my kids are in fifth grade at second straight they’re not writing anything down they have to incorporate my caliber there’s so many activities in a trusted one source and that seems to be the problem because they happen and no no their classrooms and they don’t have one calendar like I’m teaching my kids everything on I count trusted source so that’s where it is everything goes on that calendar in different categories that is what’s that absolutely it is best when the school the pond has for instance one format that they use every teacher is prior to same format but then you’re gonna have different sports schedules it is always there always has to be a repository for all of the information like they are yes the cloud yes whatever but everyone exactly yes and this works very well for instance on iPads or iPhones not a problem works well on PCs I mean I’m not a math person I use Google you know and I’m a Google Calendar and it has everything you know I can and I import whatever that is what you need to teach them down is to have a central calendar other questions about that but the other thing is by the way your kids are not going to do this willingly because they love to do it you know but as far as what I do with kids who are disorganized I I don’t have a lot of hard lines this is one of them this is a hard life if you come home and you don’t have the information you need I’m really sorry that’s too bad but you know you’ve lost your electronic privilege that’s perfect but I couldn’t help it I didn’t say you could help but I’m just really sorry but you know let’s talk about what you can do differently tomorrow but I lost my gosh what a shame because until you find your no electronic privileges or if you’d rather replace it you have the money to do that that’s fine that’s okay whatever it is a hard one and I again I don’t have a lot of hard lines but that’s one of them kids need to learn to do this particularly the disorganized kids who will always go back to their default mode which is I’ll figure it out along the way right and so you have to be in the room and if they’re self monitoring skills are delayed then they’re not going to see how it’s going to affect them nor are they seeing how far off the general trend they are so you have to be the one that does that and that’s just one of those parent things that’s not fun and it wears you out but it’s there’s that you’re not allowed to run around by yourself after dark leader 3 you know I mean you just can’t again thursday knows here’s what thursday notes are thursday notes are for your kids who have significant problems with executive functioning who often are missing papers grades the ones who have straight a’s except for the zeros because they didn’t know they had that assignment so thursday notes are a regular template that you keep in your computer and that reads something like this dear teacher x i just want to make sure that we are in agreement that i have turned in everything that was due up to today and that I have all of my long term assignments recorded as far as I know I have a test next week but nothing else to do or whatever that is and that gives the child time to get an email back and collect things to do over the weekend if they’re missing anything which sort of helps with the problem of work getting you know lost delayed and building up to the point where it feels furthermore if for a significant portion of your life there going to be a person who has trouble monitoring what’s do when you had better figure out some

techniques for how you’re going to have somebody else help you keep track of it and I’m here to tell you that teachers love it if you actually say I know I have this problem would you help you with that the thing they can’t stand is when you say outside okay leave me alone but the ability to ask for help is also involved with the executive functions because you have to be able to self monitor so again you didn’t have a template if it comes up regularly then you need to help your child develop a tool for managing that and a technique okay so that’s what we do with Thursday notes organizers if your child has trouble planning and organizing there are a variety of different forms of whatever software you can use in your handout this and a few programs there are many more infos here at the school are pretty good on organizing software music nominees to denounce whole activities tend to be more interesting to kids so it’s a good way to teach stepheson as delays and deficits it relaxes you screws up sometimes and home is supposed to be the place where people will tell you directly when you’ve screwed up but then we’ll help you figure out what you did wrong and how to do it different they tend to do best in settings where the feedback is unbalanced more positives than negatives and honest and true positive feedback to your kids because all you’re seeing is the negative stuff here’s a simple trick take paper clips put them in one pocket by the time you go to sleep at night for all the paper clips to the other side five of each page transfer when you say something okay got to be real it’s not oh you’re such a great kid it’s gotta be something specific and real and I challenge you to show me any case you open through a whole day but has we’ve done it some positive things during their day they can be small thank you for coming in and not slamming the door behind you if in fact slamming the door something they had trouble thanks for not bumping your brother on my students are smart enough to recognize when there’s they’re just not skilled enough to be able to figure out their so that’s our job and that’s the job learning specialist skip this so that we have time for a couple of questions

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