According to CHADD org, Executive function skills refers to brain functions that activate, organize, integrate and manage other functions which enables individuals to account for short- and long term consequences of their actions and to plan for those results.
According to Rebecca Branstetter, author of The Everything Parent’s Guide to Children with Executive Functioning Disorder, These skills are controlled by the area of the brain called the frontal lobe and include the following:
Task Initiation- stopping what you are doing and starting a new task
Response Inhibition- keeping yourself from acting impulsively in order to achieve a goal
Focus- directing your attention, keeping you focus, and managing distractions while you are working on a task
Time Management- understanding and feeling the passage of time, planning good use of your time, and avoiding procrastination behavior.
Working Memory- holding information in your mind long enough to do something with it (remember it, process it, act on it)
Flexibility- being able to shift your ideas in changing conditions
Self-Regulations- be able to reflect on your actions and behaviors and make needed changes to reach a goal
Emotional Self-Control- managing your emotions and reflecting on your feelings in order to keep yourself from engaging in impulsive behaviors.
Task Completion- sustaining your levels of attention and energy to see a task to the end.
Organization- keeping track and taking care of your belongings (personal, school work) and maintaining order in your personal space.
What Causes Executive Functioning Disorder?
a diagnosis of attention deficit hyperactivity disorder (ADHD)
a diagnosis of obsessive-compulsive disorder (OCD)
a diagnosis of autism spectrum disorder
Signs and Symptoms
Short-term memory such ask being asked to complete a task and forgetting almost immediately.
Difficulty processing new information
Difficulty solving problems
Difficulty in listening or paying attention
issues in starting, organizing, planning or completing task
Difficulty in multi-tasking
Issues with executive functioning often leads to a low self-esteem, moodiness, insecurities, avoiding difficult task. and low motivation
In some residences and group homes, individuals are being monitored for COVID19 by daily temperature readings. People with disabilities are probably used to getting their temperatures taking each time they are seen by their physician. In these challenging times, why not teach the skill of taking one own’s temperature. It is a basic independent living skill to learn.
Using a digital thermometer would probably be the most effective and it is also easy to read. teaching thermometer reading affects the following skill:
Follow 2-step commands
understand cause and effects
able to understand numbers
focus attention 1-5 minutes
Objective: With modeling, student will be able to accurately read the thermometer
Time: 5 minnutes
Material: digital thermometer (best used for underarm and the mouth)
explain that a normal temperature reading is considered around 98.7 and temperature taking is done to determine if a person has a fever or is sick.
The teaching method best used is through modeling. Explain the steps to the individual and begin by taking your own temperature first.
Once done, inform the individual he should do the same by using the following steps:
The student will pick up the thermometer
The student will wash the thermometer
The student will carefully place the tip of the thermometer under his/her tongue
With the mouth closed, the student will leave the thermometer in until he/she hears a beeping sound
The student will remove the thermometer
The student will accurately read the temperature.
You can also create a temperature log, where the individual takes their temperature on a daily basis and writes down their temperature on a chart.
The following sites provide resources on teaching money skills. The links teach the critical skills including coin identification including skip counting and matching. Teaching a child or an adult with special needs money skills should include teaching in a multiple settings at appropriate times such as a grocery story, dry cleaners, and playing money games.
There are also good ideas on using functional materials to create money skill opportunities.
This blog article is an introduction to cerebral palsy. In the past, very few educational programs offered courses on specific information pertaining to disabilities. I am hopeful this is beginning to change. Ions when I started working in the field, I felt that there was simply not enough information so I started to do my own research by reading books, journal articles and talking to both professionals and parents.
Here, I have included a short PowerPoint presentation on a brief introduction of Cerebral Palsy. The objectives include, the definition, prevalence and causes, types and the causes. This format can be used in various ways including a teaching course since most of us are currently learning online, or as a self-study course. Below, you will find a quiz along with the quiz answers.
Creating money goals and objectives for children and adults with special needs should focus on building on skills that are already achieved. Money skills should be viewed as chronicle steps leading to advancing to independence.
Before starting a money goal activity or lesson plan, the individual should have the ability to read and to write including knowing the letters of the alphabet .
Below you will find a money skills checklist that you can download and use to check when each skill level is achieved.