Executive Dysfunction Eldrich Carr Principal, Springer School and - - PowerPoint PPT Presentation

▶
executive dysfunction
SMART_READER_LITE
LIVE PREVIEW

Executive Dysfunction Eldrich Carr Principal, Springer School and - - PowerPoint PPT Presentation

Aug 23, 2022 325 likes •797 views

Practical Advice for All Teachers Supporting Students with Learning Disabilities, ADHD, and Executive Dysfunction Eldrich Carr Principal, Springer School and Center Presentation for NAIS (Long Beach, CA) February, 2019 A Path to

slide-1
SLIDE 1

“Practical Advice for All Teachers Supporting Students with Learning Disabilities, ADHD, and Executive Dysfunction”

Eldrich Carr Principal, Springer School and Center Presentation for NAIS (Long Beach, CA) February, 2019

slide-2
SLIDE 2

A Path to Understanding

  • Teacher, Coach, Dean,

Principal

  • Cincinnati Country Day

(9th-12th Grade)

  • Springer School and

Center (K-8th Grade)

slide-3
SLIDE 3

Today’s Agenda

  • Understanding Why This Topic Should Matter to

Teachers and School Leaders

  • Developing a “Usable” Understanding of Learning

Disabilities, ADHD, and Executive Function

  • Sharing Practical Advice for Identifying, Teaching, and

Supporting Impacted Students

  • Questions and Answers Session
slide-4
SLIDE 4

UNDERSTANDING WHY THIS TOPIC SHOULD MATTER TO TEACHERS AND SCHOOL LEADERS

slide-5
SLIDE 5

Why does this topic matter?

Citation: Horowitz, S. H., Rawe, J., & Whittaker, M. C. (2017). The State of Learning Disabilities: Understanding the 1 in 5. New York: National Center for Learning Disabilities.
slide-6
SLIDE 6

Why does this topic matter?

Citation: Horowitz, S. H., Rawe, J., & Whittaker, M. C. (2017). The State of Learning Disabilities: Understanding the 1 in 5. New York: National Center for Learning Disabilities.
slide-7
SLIDE 7

Why does this topic matter?

  • Of the children identified, approximately 1 in

16 receive services through their public district via and Individualized Education Plan (IEP) and 1 in 50 receive services through a “504 plan”

Citation: Horowitz, S. H., Rawe, J., & Whittaker, M. C. (2017). The State of Learning Disabilities: Understanding the 1 in 5. New York: National Center for Learning Disabilities.
slide-8
SLIDE 8

Why does this topic matter?

Anger Frustration Shame Embarrassment FEAR

slide-9
SLIDE 9

Why does this topic matter?

  • Students with learning disabilities, ADHD, and

executive dysfunction face an incredible array societal stigmas.

slide-10
SLIDE 10

Why does this topic matter?

Research tells us there is a significant mental health component to this story.

slide-11
SLIDE 11

Why does this topic matter?

The challenge of “comorbidity”

Learning Disability ADHD Anxiety

slide-12
SLIDE 12

DEVELOPING A “USABLE” UNDERSTANDING OF LEARNING DISABILITIES, ADHD, AND EXECUTIVE FUNCTION

slide-13
SLIDE 13

Learning Disabilities

  • Defining the term is a significant challenge
  • Individuals with Disabilities Education Act

(IDEA)

slide-14
SLIDE 14

Learning Disabilities (According to the IDEA)

Specific Learning Disabilities are “a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. Such term includes such conditions as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. Such term does not include a learning problem that is primarily the result of visual, hearing, or motor disabilities, of mental retardation*, of emotional disturbance, or of environmental, cultural, or economic disadvantage.” (20 U.S.C. § 1401 (30))

*Now known as intellectual disability.

slide-15
SLIDE 15

Learning Disabilities

  • Defining the term is a significant challenge
  • Individuals with Disabilities Education Act

(IDEA)

  • Diagnostic and Statistical Manual of Mental

Disorders (DSM-5)

slide-16
SLIDE 16

Learning Disabilities (According to the DSM-5)

A “Specific Learning Disorder” is: The diagnosis requires persistent difficulties in reading, writing, arithmetic, or mathematical reasoning skills during formal years of schooling. Symptoms may include inaccurate or slow and effortful reading, poor written expression that lacks clarity, difficulties remembering number facts, or inaccurate mathematical reasoning. Current academic skills must be well below the average range of scores in culturally and linguistically appropriate tests of reading, writing, or mathematics. The individual’s difficulties must not be better explained by developmental, neurological, sensory (vision or hearing), or motor disorders and must significantly interfere with academic achievement, occupational performance, or activities of daily living. Specific learning disorder is diagnosed through a clinical review of the individual’s developmental, medical, educational, and family history, reports of test scores and teacher observations, and response to academic interventions.

slide-17
SLIDE 17

A Useable Construct…

Learning Disabilities

Receive Store Process Retrieve Communicate

slide-18
SLIDE 18

Learning Disabilities

  • How might this look for a student with a

reading disability?

slide-19
SLIDE 19

Learning Disabilities

STOP

slide-20
SLIDE 20

Learning Disabilities

S_ _P

slide-21
SLIDE 21

Learning Disabilities

δτΟϑ

slide-22
SLIDE 22

Learning Disabilities

δτΟϑ

slide-23
SLIDE 23

Learning Disabilities

  ◆✜❖ A P P L E S O F F I C E

slide-24
SLIDE 24

Learning Disabilities

Example Sentence Charlotte, the daughter of the Duke and Duchess

  • f Cambridge, may grow up to be a kind, smart,

and compassionate leader.

Receive Store Process Retrieve Communicate

slide-25
SLIDE 25

Learning Disabilities

  • How might this look for a student with a

reading disability?

  • How might this look for a student with a

writing disability?

slide-26
SLIDE 26

Receive Store Process Retrieve Communicate

slide-27
SLIDE 27

Learning Disabilities

  • How might this look for a student with a

reading disability?

  • How might this look for a student with a

writing disability?

  • How might this look for a student with a math

disability?

slide-28
SLIDE 28

Learning Disabilities

Example Problem

503

  • 274

Receive Store Process Retrieve Communicate

slide-29
SLIDE 29

ADHD

  • DSM-V Criteria for ADHD (Updated in 2013)
  • Dr. Thomas Brown’s (Ph.D.) key reminder…

“the situational variability of symptoms”

  • In simpler terms, Children and Adults with Attention-

Deficit/Hyperactivity Disorder (CHADD), characterizes ADHD as developmentally inappropriate levels of inattention, impulsivity, and hyperactivity.

slide-30
SLIDE 30

A Usable Construct…

Varying Presentation

Inattentive

Hyperactiv e / Impulsive

Varying Degrees

Mild Moderate Severe

Combined Type

slide-31
SLIDE 31

A Usable Construct…

  • ADHD can be thought of as…

a) the inability to control one’s attention, impulsivity, and hyperactivity a) to the degree that it adversely impacts a person’s social, academic, or occupational functioning a) within a developmentally appropriate context.

slide-32
SLIDE 32

Executive Dysfunction (or Executive Functioning Disorder)

  • By definition, it is not a learning disability and

it is not recognized in the DSM-V

  • Strong correlation to learning disabilities and

ADHD

  • Can create many of the same challenges as

learning disabilities or ADHD

slide-33
SLIDE 33

Executive Dysfunction

(or Executive Functioning Disorder)

Executive Function

Inhibitory Control Working Memory Mental Flexibility

slide-34
SLIDE 34

Executive Dysfunction

(or Executive Functioning Disorder)

Executive Functions

  • Impulse Control
  • Emotional Control
  • Flexibility
  • Working Memory
  • Self-Monitoring
  • Planning and Prioritizing
  • Task Initiation
  • Organization
slide-35
SLIDE 35

A Usable Construct…

  • “Executive Dysfunction” can be thought of as…

a) the inability to plan, initiate, navigate, and complete daily tasks a) to the degree that it adversely impacts a person’s social, academic, or occupational functioning a) within a developmentally appropriate context.

slide-36
SLIDE 36

SHARING PRACTICAL ADVICE FOR IDENTIFYING, TEACHING, AND SUPPORTING IMPACTED STUDENTS

slide-37
SLIDE 37

Practical Piece of Advice #1

Take the time to speak with students about why they are struggling before drawing assumptions

  • r jumping to conclusions.
slide-38
SLIDE 38

Practical Piece of Advice #2

You should not try to diagnosis any of the aforementioned conditions.

slide-39
SLIDE 39

Practical Piece of Advice #3

Learning disabilities, ADHD, and executive dysfunction are the result of neurological conditions and cannot be “fixed”, nor should they be associated with intelligence.

slide-40
SLIDE 40

Practical Piece of Advice #4

Be explicit about cultivating skills while teaching curricular content.

slide-41
SLIDE 41

Practical Piece of Advice #5

Be patient, empathetic, and hold students to reasonable expectations when they are struggling.

slide-42
SLIDE 42

Practical Piece of Advice #6

Help confront the stigmas around learning disabilities, ADHD, and executive dysfunction.

slide-43
SLIDE 43

QUESTIONS AND ANSWERS SESSION

slide-44
SLIDE 44

Recommended Resources

  • The National Center for Learning Disabilities

(www.ncld.org)

  • Understood (www.understood.org)
  • Children and Adults with Attention-

Deficit/Hyperactivity Disorder (CHADD) (www.chadd.org)

  • The Child Mind Institute (www.childmind.org)
slide-45
SLIDE 45

Recommended Resources

  • Horowitz, S. H., Rawe, J., & Whittaker, M. C. (2017).

The State of Learning Disabilities: Understanding the 1 in 5. New York: National Center for Learning Disabilities.

  • Promoting Executive Function In the Classroom by

Lynn Meltzer

  • Center for the Developing Child

(www.developingchild.harvard.edu)

  • Institute of Education Science (www.ies.ed.gov)
slide-46
SLIDE 46

Thank you for attending!

Eldrich Carr’s Contact Information: Ecarr@Springer-LD.org 513.871.6080, Ext. 220 The Springer School and Center 2121 Madison Road, Cincinnati, OH 45208