I want to revisit Executive Functioning in students with autism, ADHD, and speciic learning difficulties as it is something that we see often, even with students who do not as yet have any particular diagnosis.
Executive functioning, or dysfunction, is not only restricted to students with ASD and it is something that parents and teachers alike have to deal with in special settings, mainstream schools, and at home.
Children with ADHD and learning difficulties will also be affected.
I will give you a snapshot of my last post as I feel it is important to remember.
What Does It look Like?
. messy rooms and work areas, disorganised-causes overload in brain.
.laziness, oppositional, poor work ethic
.messy backpak
.loses assignments
.forgetfulness
inconsistent school performance- it is affected by general well being, sleeplessness, illness, or stress.
But because of their dysunction, they are unable to:
.remember what to do
.how to do it
.how to transition between steps
.move forward if they are tired or stressed. Panic sets in and freezes them.
.cannot cope with open ended questions or tasks
.break a task into smaller steps
.organise or prioritize
.stay in task and focus on steps
.may lose ability to self-monitor ie problem solve
.initiate tasks
.
How To Help:
Make lists or weekly planners. Remember to incllude things such as:
.reminders for assignments
.deadlines listed
.materials needed
.check off boxes
. 1:1 help from the teacher or aide
.some space for written notes at the end of the session
.work or expectations broken down into steps.
break the work expectations up into daily snippets so they are not overwhelmed with an overload of work at then end of a week..
This can be used for home chores and school work.
.Add in time allotments for working and taking a break at regular times.
Routine is important for these students.
Ask the student, or your child, what do they need help with, What are they finding difficult.
Remember that their difficulty may not start with actually doing their homework. It may start with packing or unpacking their bag! You need to watch and see at what point are they having starting to have a difficulty.
Amy Schaber also noted that a list or agenda or an alarm may not always work but suggested that it may be an idea to ask the student what works for them or encourage the student to ask other autistic students for help.
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Don't forget to visit the Autism Shop.
It has great resources for kids with autism, ADHS, SLD, and also for kids in mainstream who have difficulties with learning but no diagnosis.
The products cater for sensory issues, academic learning, social skills, OT and calming products, and life skills.
You can enter through the headings in the header for a look at the products. When you click on the product, it will take you into the store. If you click it again, you will get a full description of each product.
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