Saturday, March 23, 2013

Executive Functioning Explained

I found a great article in my inbox this morning that I just had to share! It is by Dr. Alison Block and titled Smart, but Scattered?: Understanding Executive Functioning in Children and Adolescents. I am copying and pasting it here, but you can also click the link to go directly to her blog.


SMART, BUT SCATTERED?: UNDERSTANDING EXECUTIVE FUNCTIONING IN CHILDREN & ADOLESCENTS

Is your child smart, but scattered? Children face many challenges in today’s dynamic world, and it can be difficult for them to easily navigate its course. You may be realizing that you personally struggled with the same signs of anxiety, disinterest or frustration that your child is experiencing.  At home, it may seem like harmless daydreaming, frustration over dressing for school, emotional outbursts over changes in plans, or even laziness over not wanting to complete a homework lesson.
Your child may be suffering from a lack of executive functioning (EF) skills, which may be impacting him academically, socially and emotionally. No more yelling or arguments! Instead, it’s time to learn about EF so you can help your child to function at home or school.
Executive functioning allows us to develop and apply problem-solving skills as circumstances arise. We need EF skills to tell us how and when to start or delay reactions to our environment. In the moment, people who lack good EF skills cannot anticipate the impact of their quick decisions.

WHAT IS EXECUTIVE FUNCTIONING (EF)?

Before we can learn how to compensate for executive functioning deficits, we need to understand the definition of EF and how it presents itself. Executive functioning (EF) is the umbrella term for the skills needed for goal-directed behaviors. These can include making a new friend, learning a new academic skill, or knowing how to behave in a social situation. Anticipation, judgment, self-awareness and decision-making all require EF skills.
Deficiencies in EF can affect the relationship between the brain and behavior. During childhood, these deficiencies are frequently undiagnosed. In Dr. Mel Levine’s book, The Myth of Laziness, he noted that children are often dismissed as unproductive or “lazy” when in fact they suffer from what he calls “output failure”. Once a child reaches middle or high school, organizational problems become very apparent, and often the adolescent’s EF deficits continue to be overlooked. If left unchecked, the child’s decreased belief in his ability to perform can cause difficulties moving forward.
Executive functioning problems are also associated with a number of psychiatric disorders, including ADHD and learning disabilities. Brain damage related to Alzheimer’s disease, strokes, or head injuries can also lead to problems with executive functioning. In this article, however, I focus on the average person’s difficulties with EF.

UNDERSTANDING THE BRAIN AND EXECUTIVE FUNCTIONING

A child enters the world with all the neurons he will ever have and EF skills start at about nine months of age. Over time the brain forms new connections among those neurons due to experience. Once the basic plan of the brain is laid down, neural network connectively can be enhanced by the complexity of experience and environment. For example, a child who is well regulated and attentive in a structured classroom may be silly and hyperactive at a sleepover.
EF is influenced by the maturation of the brain’s frontal lobe circuitry. This part of the brain directs attention and behavior so your child can use past experiences to guide future decisions and behaviors, to observe, to manage and control emotions, and to change strategies.

COMPONENTS OF EXECUTIVE FUNCTIONING: HILL, SKILL AND WILL

Think of executive functioning as a resource or plan, and not a set of specific functions. The how and when is meaningless without the reciprocal interaction with other cognitive and motor domains of the brain. The parts must work together and be implemented for the goal of a positive end result.
Like an orchestra conductor or chef, EF brings together the thoughts and actions required to reach a predetermined goal. A conductor unites instrumental sounds and actions with the end result of a harmonious performance; whereas, a chef gathers and prepares his ingredients, follows a recipe, and works to present a delicious meal. Parents and educators will also offer their own EF skills to help young children whose EF skills are not yet fully developed and need help hanging up a coat, doing homework, or dressing for school.
Executing functioning is often explained by using the words Hill, Skill and Will.  The Hill is a metaphor for any plan or goal, and Skill reflects the organization of behaviors over time, as well as the flexibility required to accomplish the goal. Will means that over the course of action, your child will direct and maintain his energy and attention so that he can focus on reaching that Hill.

8 AREAS THAT COMPRISE EXECUTIVE FUNCTIONING

Below are eight areas (domains) that comprise executive functioning. Some apply to social and emotional behaviors, and others pertain to more task-oriented actions that follow thought. Familiarizing yourself with the areas will help you to better understand where your child’s abilities are falling short, and where you need to assist with executive functioning.
1. Inhibit
Does your child often call out the answer in class and speak out of turn?
Inhibit involves curbing the knee-jerk responses of your child’s immediate reactions in situations and during tasks that require delayed response and the ability to resist and not act on impulse. In difficult or emotional interactions, it is important to inhibit inappropriate physical, verbal or emotional responses.
2. Shift
Does your child become agitated over the last minute cancellation of an extracurricular activity or the replacement of a favorite teacher with a substitute, resulting in angry or anxious outbursts due to poor emotional control?
Shift is the ability to adapt or be flexible when unexpected plans or events occur. It is also exhibited in difficulty changing focus from one topic to another. People who cannot shift are described as rigid, and are often inflexible in their thinking, generate fewer ideas for problem solving, can’t get beyond a specific disappointment or unmet need, and take the same approach, over and over, despite negative outcomes.
3. Emotional Control
Is your child easily brought to tears by a frustrating puzzle or does he throw a tantrum over a sold out video game?
This domain exhibits itself in your child’s ability to self-manage emotions.When emotional control is absent we refer to the individual as being explosive or emotional, creating drama over seemingly minor events, laughing or crying easily with little cause, and engaging in temper tantrums that are not age appropriate.
4. Monitor
Does your child have a problem sharing and thus fails to recognize the negative effect it has on his playmates’ emotions and his ability to make friends?
All executive functioning domains are dependent on the ability to self-monitor by tracking one’s own social behavior and being aware of its affect on others. If your child is not aware, he cannot tweak his environment and change his strategy. Adults who are not aware cannot tweak their environment or strategy cannot improve their productively, functioning or relationships.
5. Working Memory
Does your child leave his assignment book at school often or have trouble doing math problems verbally?
Working memory is the ability to hold information in mind for the purpose of completing a task or generating a response like remembering directions, keeping track of what your child is doing as he works, remembering what he is supposed to retrieve for a specific task, and being able to implement a sequence of activities. A child needs to sustain attention over time to have a good working memory and not be sidetracked by details or minutia.
6. Planning and Organization
Does your child’s simple writing assignment about his favorite sport turn into a fumble over words?
Planning and organization is the ability to hold a plan and begin strategizing, sequencing and ordering, managing time, initiating tasks, being persistent, and staying on track to meet a goal. If unable to plan and organize, your child will approach a task haphazardly, be easily overwhelmed by large amounts of information, and have trouble completing a project.
7. Organization of Materials
On a daily basis, do you find yourself asking your child to locate his backpack, team uniform, or assignment book because he never puts it in the same place twice?
Organization of materials is the ability to organize the everyday environment with respect to orderliness of work, play and storage spaces. Without it, your child cannot function efficiently because his environment is in disarray.
8. Task Completion
Does your child have problems completing assignments or projects?
Task completion is the ability to finish things in a timely manner thanks to an outcome of well self-regulated problem solving. Although different from Working Memory and Planning and Organization, problems in this area are related to other executive difficulties such as selective attention and self-monitoring of impulse control. If your child cannot hold the goal and task steps in mind, develop an organized plan to approach the task, and inhibit task-irrelevant actions, it will be hard for him to complete the task or goal at hand. A child may have a great idea and plan, but there is a lot going on cognitively behind the scene in order to reach a goal.

NEXT STEPS….

Once you understand and pinpoint your child’s executive functioning deficits, you can provide him with the skills required to become a confident, self-sufficient decision maker. It’s time to end the temper tantrums or lack of motivation. Step back, breathe and begin taking the necessary steps towards a better understanding of your child’s EF needs.
My next blog post will offer ways to succeed at executive functioning. In the meantime, please contact me with any questions or to schedule a private appointment.

Wednesday, January 16, 2013

Where we are

3.5 years later and here we are. It is so hard to believe. I started this blog back when Will was in 3rd grade?  We were at such a loss. We had no idea what was going on... only that SOMETHING was going on.

Now, Will is in 7th grade. Yes, he still has struggles. No, everything is not perfect. Yes, he will tell you he has ADD. "Not ADHD, because I am NOT hyperactive!". Yes, he can see when that gets in his way. Yes, he is still majorly struggling with headaches. (Though, knock on wood, we have gone several days in a row with not even a mention of a headache) No, it is no longer a battle to get through homework. But, yes, he still procrastinates as long as he can. Yes, he just failed a math test. No, he doesn't fail them all.

I feel like his obstacles are not so much obstacles anymore. We are at the point that they are just speed bumps. They slow him down at times. They make him work harder for some things. But, they aren't huge. They aren't dominating his life. He has adapted. We all have adapted. I am so proud of him. Sure, he will probably have these speed bumps to deal with all of his life. I just pray we are laying the foundation and giving him the tools he will need to deal with those bumps and not let them stop him. Not let them stop him from doing anything he wants to do.

Will surprised us all and decided to try out for show choir. He made it and they have been rehearsing since September! Talk about commitment! He has to arrive at school every single morning at 6:50. Yes, I have to drive him there. They rehearse every morning for 45 minutes. And they rehearse two afternoons a week for 2 hours. They compete in regional show choir competitions and apparently are quite good. This choir, last year, won Grand Champion of every competition they entered, except the one where they were first runner up! He is loving it. Back in October they had a weekend where they spent 17 hours with a choreographer that came to town to work with them. And, in the last two weeks, preparing for the competition season (that begins this weekend) they will have spend almost 30 hours rehearsing, before all is said and done. And the cherry on top is that they were invited to participate in Nationals in Nashville in April! Can't wait!

So, Will is doing well. We will continue to work our way through issues that come up due to his visual processing issues and his ADD. That will be ongoing and just a part of life! But it is so nice to report that we are in a good place right now!


Friday, January 11, 2013

Irlen Syndrome

It's been a little while!

I'll update on where we are in another post. In the meantime, I wanted to put out some links to info on something I have recently stumbled upon.

To back up real quick, Will has been dealing with chronic headaches. He has had headaches for a long time. They improved for a while back when we began the vision therapy, but they seem to have picked up in frequency again this school year.

I have a Google alert set up to send me emails when articles are published about Visual Processing issues and Executive Functioning. It's great. I get an email whenever something new is published to the internet.

So, a couple weeks ago I received an email, I think under the alert for Visual Processing and it addressed something called Irlen Syndrome. I had never heard of that before. But I was intrigued because it mentioned headaches. So, I started reading more about it. I am providing some of what I read below (taken from-http://www.irlenvisions.com/pg/What-is-Irlen-Syndrome.php :


What is Irlen Syndrome?


Irlen Syndrome, also known as Scotopic Sensitivity System (SSS) is a type of visual perceptual problem. It is not an optical problem. It is a problem with how the nervous system encodes and decodes visual information. Academic and work performance, behaviour, attention, ability to sit still and concentration can all be affected.
Individuals with Irlen syndrome see the printed page differently. Many do not realize their page is different. Irlen syndrome prevents many people from reading effectively and efficiently.
 Until recently it has baffled educators and medical scientists because it has been undetected by standard visual and educational tests. Irlen has a patented treatment method using specially formulated colored overlays, or spectral filters worn as glasses or contact lenses, to reduce or eliminate perception difficulties.
Now there is much research showing why.  Read more.
See a three dimensional scan of the brain (PDF, 1.34MB) having Irlen Syndrome, compared to a brain without Irlen Syndrome
Some of the symptoms of Irlen syndrome include:
  • headaches
  • sleepiness when reading
  • skipping lines or words
  • losing place
  • poor comprehension
  • depth perception
  • light sensitivity
  • Words that shift, move, blur, become bright, or have haloes
Research now shows that Irlen syndrome can help:
  • Research on Headaches and migraines. Read more.
  • Research on Traumatic Brain injuries. Read more.
  • Research on Autism and Asperger's syndrome. Read more.
    Individuals with Irlen syndrome may:
    • Lose their place on the page easily
    • Skip words, lines or reread words or lines
    • Squint, open their eyes wide, rub their eyes or have red and watery eyes
    • Be able to see only a small portion of the page in focus. The rest may be blurry
    • Move around or move the book to get it to focus
    • Display a short attention span because of eye strain or fatigue while reading
    • Experience nausea because of movement on the page
    • Get a headache after reading for a while
    • Shade the page or move it to avoid glare
    • Be fidgety or restless while reading
    • Prefer to read in a dim light
    • Make errors when copying from the board
    • Misalign numbers in math problems
    • Have slow and choppy reading
    • Be unable to stay on task
    • Be an underachiever

    Some have one symptom and some have many.
    It is important to realize that this syndrome is a perceptual dysfunction rather than a vision problem. Irlen Syndrome, like any reading problem, can occur with someone who wears prescription glasses or even with someone who does not need them. Those who do not need corrective lenses will wear on-prescription filters with their specifically prescribed Irlen spectral color in them.
    For those suffering from this syndrome, one or more of the colors that are part of the visual spectrum effect the speed and consistency of how the brain is able to interpret, not only the printed page, but everything around them.
    Studies show that Irlen Syndrome affects to some degree approximately 12-15% of the general population, or over 17 million people in the U.S. In the population of those with learning problems, the incidence is about 45%.

    So much of what I read here fit what we have experienced with Will over the years. Yet, I had never heard of Irlen Syndrome. I reserved a book at the library and went and checked it out. I read the majority of it. I am very intrigued and would like to investigate this as a possiblity with Will. 
    His headaches are almost daily and it drives me nuts that he grabs for the Ibuprofen whenever he has one. I've been trying to keep him hydrated and all. So, this Irlen Syndrome is interesting to me and I will be discussing it more here in the coming days.