executive function of the brain and children’s behaviours jamaica teachers’ association...
TRANSCRIPT
![Page 1: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/1.jpg)
Executive Function of the Brain and Children’s Behaviours
Jamaica Teachers’ Association Education Conference April 8 – 10, 2015Pauline Watson Campbell, Bh (M), OTR, Ph.D
![Page 2: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/2.jpg)
Reaching Every Learner: Understanding the Brain-New Insights on Learning and Brain
Development
Inventing schools through brain based Learning
![Page 3: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/3.jpg)
Reaching Every Learner
•Reaching students at their particular point of need▫Understanding how they learn
•Embraces a rights-based approach to teaching:
‘No child should be left behind’ ‘Every child can learn, every child must
learn’ MOE
![Page 4: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/4.jpg)
Reaching Every Learner
• All good teachers experience self-fulfilment along with their students
•In a child-focused school Wrap-Around Model of Intervention is practiced
•Learning is about ‘what’ and ‘how’ together
•All learning is brain-based
![Page 5: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/5.jpg)
Executive Function of the brain and children’s behaviour
Brown (2003) describes Executive Function (EF)as the management system of the brain’s cognitive functions. The conductor of a symphony orchestra. Each musician has the potential to play his instrument very well but it is the conductor’s ability to synchronize the different parts into a perfect whole, that makes the music great.
![Page 6: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/6.jpg)
http://www.bpeters.ca/topic_EF.html
![Page 7: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/7.jpg)
Definition contd.• ‘Executive function is an umbrella term for a set
of high‐level mental processes that control andregulate other abilities and behaviors. They include the ability to initiate and stop actions, tomonitor and change behavior as needed, and to plan future behavior when faced with novelasks and situations. Executive functions allow us to anticipate outcomes and adapt to changingsituations’ (Advanced Brain Technologies, Utah).
![Page 8: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/8.jpg)
Executive Function Processes
Brain-based (higher cortical function)
Education-based (higher order thinking skills)
Environmental influences Excessive stress causes ‘flight or fight’
reaction – alarm system always on
![Page 9: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/9.jpg)
Executive Function Processes
• EF as overseer ▫ Provides infrastructure▫ Highly interactive with other cognitive
domains E.g. Inhibitory control, a sub domain of EF is
a related to Attention Deficit and Hyperactivity Disorder (ADHD)
![Page 10: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/10.jpg)
![Page 11: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/11.jpg)
Executive Function Processes
•1980s wrote about Deficient Executive Function (DEF) as a significant consideration in the understanding of Attention Deficit and Hyperactivity Disorder (ADHD).
•1990s neuropsychologists and behavioural neurologists explored through magnetic resonance imaging (FMRI), the locations of the brain related to non-retardation-associated developmental disabilities.
![Page 12: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/12.jpg)
Executive Function Processes
•Locations identified:▫Parieto-temporal for reading and language
disorders ▫Frontal lobe - ADHD and EF
•1997 – Levin et al., published papers on executive control maturation process.
•Also, reported similar clinical features seen in children with traumatic brain injury (TBI), ADHD, frontal lobe injury
![Page 13: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/13.jpg)
![Page 14: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/14.jpg)
Locations of Brain Function
![Page 15: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/15.jpg)
Executive Function and Learning
•EF allows for meaning and sustained interactions with the different areas of the brain at a cognitive level.
•Education-based = Thinking skills▫Ability to select and achieve goals ▫To develop solutions to problems
![Page 16: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/16.jpg)
Executive Functions and EducationBrain-based responses Attention Memory Planning Organising/Priorising Shifting Initiating Inhibiting /control Timing
![Page 17: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/17.jpg)
Educational Implications
Students must be taught ‘how’ to learn using executive function skills
Students have to move from memorising content to learning how to think and doFor the student with ADHD – disconnection
between knowing and doing
![Page 18: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/18.jpg)
Quotes from persons with EDF
11 year old“I feel like a bottle of ginger ale – I need to
settle before I can do what I need to do”
College graduate “ My mind is like a cloud of gas and inside
the cloud are a million different little molecules speeding around, colliding with
each other. There is no structure to it.”
![Page 19: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/19.jpg)
EF Skills are Life Skills • Goal setting
▫ Steps in achieving desired outcome
• Planning ▫ Time Management
• Initiating▫ Organising and prioritising information
• Shifting from one concept to the next▫ Transitioning from one activity to the next
• Self monitor▫ Own progress
![Page 20: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/20.jpg)
Executive Function Processing
• Effective Intervention Strategies:▫ Structured systematic approach
Graphics, thinking maps, use of organisers (colour-coded)
▫ Explicit instruction for: note taking, doing home work, studying,
resources needed etc.▫ Metacognitive strategies
reflect on how students learn, what works▫ Positive reinforcement to motivate
![Page 21: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/21.jpg)
Case Studies • 9 year old boy
Lacks self control Excessive movements Risky behaviours – climbing unto roof Intrudes on personal space of peersDifficulty observing boundaries Difficulty with waiting his turn, also with
delayed gratification
![Page 22: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/22.jpg)
Case Study contd.
•9 year old boy contd.
Knows his work but is easily distracted Needs to be monitored to complete
assignments Good at sports- running, playing football
![Page 23: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/23.jpg)
Case Study
•10 year old girlSeem unmotivated, lazyDisorganised, forgetting Irresponsible – losing tools for class workAble to tell how to do the math but then
forgets to apply strategy taught Poor hand writing skillsDifficulty with written expression
![Page 24: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/24.jpg)
Case Study cont’d
•9 year old behaviours similar to child with ADHD▫hyperactive /impulsive ▫breaks rules ▫has potential but fails in school▫easily distracted
Main problem: inhibitory insufficiency resulting in poor self regulation
![Page 25: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/25.jpg)
Executive Function and Children’s Behaviours •More than self will!
Brown (2003)quotes a patient:“If it is not interesting to me, if it doesn’t turn me on, then usually I can’t make myself pay attention, even when I recognize that it would be important for me to do so.”
![Page 26: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/26.jpg)
Executive Function and Children’s Behaviours •10 year old has EDF with developmental
coordination dysfunction (DCD) which results in poor hand writing skills
•She has become frustrated over time by the disparity between what she knows and her inability to express this in writing
•She looses focus in class and misses important details which accounts for her being left behind in assignments
![Page 27: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/27.jpg)
Executive Function and Children’s Behaviours •The student with EDF or ADHD will need
structure, supervision and support in the classroom.
•Well-organised learning environment with boundaries clearly outlined for children’s behaviours
•Positive Reinforcement – students motivation and effort recognised and rewarded
•Accommodations in curricula allowed
![Page 28: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/28.jpg)
Strategies used to teach planning and organisation
Homework Time Sheet
Assignment Estimated Time Actual Time
![Page 29: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/29.jpg)
Self Monitoring Chart Tasks Mond
ayTuesday
Wednesday
Thursday
Friday
I raised my hand to speak
Yes/No Yes/No Yes/ No Yes/No Yes /No
I completed my class work
![Page 30: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/30.jpg)
Token Economy
Bottle with tokens
Collected over 1 week
Tokens are then traded for reward
![Page 31: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/31.jpg)
Token Economy
•A Behavioural Contract•A written agreement between the student
and teacher (may include parent) with clearly stated behavioural goals. Signed by the student and witnessed by parent/guidance counselor.
• Teaching accountability.•Opportunity to reflect on behavioural and
or academic goals
![Page 32: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/32.jpg)
Other strategies
1. Colour-coded organisers/folders
2. Checklists leaving for school and home
3. Thinking maps for studying
![Page 33: Executive Function of the Brain and Children’s Behaviours Jamaica Teachers’ Association Education Conference April 8 – 10, 2015 Pauline Watson Campbell,](https://reader034.vdocuments.mx/reader034/viewer/2022051215/56649d955503460f94a7e067/html5/thumbnails/33.jpg)
Reaching Every Leanrer
•In the new School-wide Positive Behaviour Support and Intervention System (SWPBSIS), Ministry of Education, Teachers will be introduced to the concept that:▫A Positive Environment that reinforces
students’ desirable behaviours has best outcomes for students’ learning
•Involves at Tier 11, the recognition and interpretation of student’s behaviours