1

Welcome

Christopher Kaufman PhD(207) 839-5548 (office)

(207-272-4672 (cell)e-mail infokaufmanpsychologicalorg

web kaufmanpsychologicalorg

My Brain Made Me

Do ItThe Educatorrsquos Guide to Social

Cognition and Emotional RegulationChristopher Kaufman PhD

Licensed PsychologistK ndash 5

Version

In every person even in such as appear most reckless there is an inherent desire to attain balance

-- Jacob Wasserman German Author (1873-1934)

Agenda830 ldquoMean Maxrdquo amp Descartesrsquo Error Why All Social amp Behavioral Problems

Have a Biological Basis

900 Social cognition What it is and why it matters

930 Emotion and its self-regulation

1000 Break

1015 Emotion and its self-regulation (Continued)

1100 The biological bases of fear

1145 Lunch

1230 Strategies 1 Concrete implications for prevention and classroom management (emphasis on the teaching of social-emotional literacy)

200 Mini-break

220 Strategies 2 Skill-building and collaborative teacher-student problem-solving

300 Case study discussions and Q amp A

330 Adjourn

Part 1

Mean Max

And

Descartesrsquo Error

Bwa ha ha ha ha

Oopsie

My bad

Meet lsquoMean Maxrsquo

His teacherrsquos admission ldquoI know itrsquos wrong and Irsquom kind of embarrassed I do this but thatrsquos what the other kids call him sometimes because hersquos so aggressive and in your face - itrsquos hard not to view him as evilrdquo

lsquoDescartesrsquo Errorrsquo (Damasio 1996)

bull 17th Century French Philosopher

bull Advocated a dualist perspective of brain and soul

bull Viewed socialbehavioral difficulties as problems with the soul (and therefore moral lapses)

All socialbehavioral problems are a product of both

Nature(genetics)

Nurture(learning)

andor

Fact All learning including learned behavior is a function of

synaptogenesis

bull Cartesian notions of mind-body dualism have had major influence on western culture and philosophy over the centuries and continue to shape the ways in which we view elements of behavior

bull Although as Goldberg (2001) points out few in our society question the neuro-biological basis of language perception and motor functioning the larger culture continues to brand elements of behavioral and social functioning as attributes of the lsquomindrsquo that exist separate from neurological function (Goldberg ldquoAs if they were attributes of our clothes and not our bodyrdquo)

bull Descartesrsquo error remains rampant in the educational community with behaviors such as frequent aggression and noncompliance commonly attributed to lsquofailures of the soulrsquo (ldquoHersquos such a bratrdquo) rather than to the neurodevelopmental profiles that contribute to them

Key Points

My Brain Made Me

Do ItThe Educatorrsquos Guide to Social

Cognition and Emotional RegulationChristopher Kaufman PhD

Licensed PsychologistK ndash 5

Version

In every person even in such as appear most reckless there is an inherent desire to attain balance

-- Jacob Wasserman German Author (1873-1934)

Agenda830 ldquoMean Maxrdquo amp Descartesrsquo Error Why All Social amp Behavioral Problems

Have a Biological Basis

900 Social cognition What it is and why it matters

930 Emotion and its self-regulation

1000 Break

1015 Emotion and its self-regulation (Continued)

1100 The biological bases of fear

1145 Lunch

1230 Strategies 1 Concrete implications for prevention and classroom management (emphasis on the teaching of social-emotional literacy)

200 Mini-break

220 Strategies 2 Skill-building and collaborative teacher-student problem-solving

300 Case study discussions and Q amp A

330 Adjourn

Part 1

Mean Max

And

Descartesrsquo Error

Bwa ha ha ha ha

Oopsie

My bad

Meet lsquoMean Maxrsquo

His teacherrsquos admission ldquoI know itrsquos wrong and Irsquom kind of embarrassed I do this but thatrsquos what the other kids call him sometimes because hersquos so aggressive and in your face - itrsquos hard not to view him as evilrdquo

lsquoDescartesrsquo Errorrsquo (Damasio 1996)

bull 17th Century French Philosopher

bull Advocated a dualist perspective of brain and soul

bull Viewed socialbehavioral difficulties as problems with the soul (and therefore moral lapses)

All socialbehavioral problems are a product of both

Nature(genetics)

Nurture(learning)

andor

Fact All learning including learned behavior is a function of

synaptogenesis

bull Cartesian notions of mind-body dualism have had major influence on western culture and philosophy over the centuries and continue to shape the ways in which we view elements of behavior

bull Although as Goldberg (2001) points out few in our society question the neuro-biological basis of language perception and motor functioning the larger culture continues to brand elements of behavioral and social functioning as attributes of the lsquomindrsquo that exist separate from neurological function (Goldberg ldquoAs if they were attributes of our clothes and not our bodyrdquo)

bull Descartesrsquo error remains rampant in the educational community with behaviors such as frequent aggression and noncompliance commonly attributed to lsquofailures of the soulrsquo (ldquoHersquos such a bratrdquo) rather than to the neurodevelopmental profiles that contribute to them

Key Points

In every person even in such as appear most reckless there is an inherent desire to attain balance

-- Jacob Wasserman German Author (1873-1934)

Agenda830 ldquoMean Maxrdquo amp Descartesrsquo Error Why All Social amp Behavioral Problems

Have a Biological Basis

900 Social cognition What it is and why it matters

930 Emotion and its self-regulation

1000 Break

1015 Emotion and its self-regulation (Continued)

1100 The biological bases of fear

1145 Lunch

1230 Strategies 1 Concrete implications for prevention and classroom management (emphasis on the teaching of social-emotional literacy)

200 Mini-break

220 Strategies 2 Skill-building and collaborative teacher-student problem-solving

300 Case study discussions and Q amp A

330 Adjourn

Part 1

Mean Max

And

Descartesrsquo Error

Bwa ha ha ha ha

Oopsie

My bad

Meet lsquoMean Maxrsquo

His teacherrsquos admission ldquoI know itrsquos wrong and Irsquom kind of embarrassed I do this but thatrsquos what the other kids call him sometimes because hersquos so aggressive and in your face - itrsquos hard not to view him as evilrdquo

lsquoDescartesrsquo Errorrsquo (Damasio 1996)

bull 17th Century French Philosopher

bull Advocated a dualist perspective of brain and soul

bull Viewed socialbehavioral difficulties as problems with the soul (and therefore moral lapses)

All socialbehavioral problems are a product of both

Nature(genetics)

Nurture(learning)

andor

Fact All learning including learned behavior is a function of

synaptogenesis

bull Cartesian notions of mind-body dualism have had major influence on western culture and philosophy over the centuries and continue to shape the ways in which we view elements of behavior

bull Although as Goldberg (2001) points out few in our society question the neuro-biological basis of language perception and motor functioning the larger culture continues to brand elements of behavioral and social functioning as attributes of the lsquomindrsquo that exist separate from neurological function (Goldberg ldquoAs if they were attributes of our clothes and not our bodyrdquo)

bull Descartesrsquo error remains rampant in the educational community with behaviors such as frequent aggression and noncompliance commonly attributed to lsquofailures of the soulrsquo (ldquoHersquos such a bratrdquo) rather than to the neurodevelopmental profiles that contribute to them

Key Points

Agenda830 ldquoMean Maxrdquo amp Descartesrsquo Error Why All Social amp Behavioral Problems

Have a Biological Basis

900 Social cognition What it is and why it matters

930 Emotion and its self-regulation

1000 Break

1015 Emotion and its self-regulation (Continued)

1100 The biological bases of fear

1145 Lunch

1230 Strategies 1 Concrete implications for prevention and classroom management (emphasis on the teaching of social-emotional literacy)

200 Mini-break

220 Strategies 2 Skill-building and collaborative teacher-student problem-solving

300 Case study discussions and Q amp A

330 Adjourn

Part 1

Mean Max

And

Descartesrsquo Error

Bwa ha ha ha ha

Oopsie

My bad

Meet lsquoMean Maxrsquo

His teacherrsquos admission ldquoI know itrsquos wrong and Irsquom kind of embarrassed I do this but thatrsquos what the other kids call him sometimes because hersquos so aggressive and in your face - itrsquos hard not to view him as evilrdquo

lsquoDescartesrsquo Errorrsquo (Damasio 1996)

bull 17th Century French Philosopher

bull Advocated a dualist perspective of brain and soul

bull Viewed socialbehavioral difficulties as problems with the soul (and therefore moral lapses)

All socialbehavioral problems are a product of both

Nature(genetics)

Nurture(learning)

andor

Fact All learning including learned behavior is a function of

synaptogenesis

bull Cartesian notions of mind-body dualism have had major influence on western culture and philosophy over the centuries and continue to shape the ways in which we view elements of behavior

bull Although as Goldberg (2001) points out few in our society question the neuro-biological basis of language perception and motor functioning the larger culture continues to brand elements of behavioral and social functioning as attributes of the lsquomindrsquo that exist separate from neurological function (Goldberg ldquoAs if they were attributes of our clothes and not our bodyrdquo)

bull Descartesrsquo error remains rampant in the educational community with behaviors such as frequent aggression and noncompliance commonly attributed to lsquofailures of the soulrsquo (ldquoHersquos such a bratrdquo) rather than to the neurodevelopmental profiles that contribute to them

Key Points

Part 1

Mean Max

And

Descartesrsquo Error

Bwa ha ha ha ha

Oopsie

My bad

Meet lsquoMean Maxrsquo

His teacherrsquos admission ldquoI know itrsquos wrong and Irsquom kind of embarrassed I do this but thatrsquos what the other kids call him sometimes because hersquos so aggressive and in your face - itrsquos hard not to view him as evilrdquo

lsquoDescartesrsquo Errorrsquo (Damasio 1996)

bull 17th Century French Philosopher

bull Advocated a dualist perspective of brain and soul

bull Viewed socialbehavioral difficulties as problems with the soul (and therefore moral lapses)

All socialbehavioral problems are a product of both

Nature(genetics)

Nurture(learning)

andor

Fact All learning including learned behavior is a function of

synaptogenesis

bull Cartesian notions of mind-body dualism have had major influence on western culture and philosophy over the centuries and continue to shape the ways in which we view elements of behavior

bull Although as Goldberg (2001) points out few in our society question the neuro-biological basis of language perception and motor functioning the larger culture continues to brand elements of behavioral and social functioning as attributes of the lsquomindrsquo that exist separate from neurological function (Goldberg ldquoAs if they were attributes of our clothes and not our bodyrdquo)

bull Descartesrsquo error remains rampant in the educational community with behaviors such as frequent aggression and noncompliance commonly attributed to lsquofailures of the soulrsquo (ldquoHersquos such a bratrdquo) rather than to the neurodevelopmental profiles that contribute to them

Key Points

Meet lsquoMean Maxrsquo

His teacherrsquos admission ldquoI know itrsquos wrong and Irsquom kind of embarrassed I do this but thatrsquos what the other kids call him sometimes because hersquos so aggressive and in your face - itrsquos hard not to view him as evilrdquo

lsquoDescartesrsquo Errorrsquo (Damasio 1996)

bull 17th Century French Philosopher

bull Advocated a dualist perspective of brain and soul

bull Viewed socialbehavioral difficulties as problems with the soul (and therefore moral lapses)

All socialbehavioral problems are a product of both

Nature(genetics)

Nurture(learning)

andor

Fact All learning including learned behavior is a function of

synaptogenesis

bull Cartesian notions of mind-body dualism have had major influence on western culture and philosophy over the centuries and continue to shape the ways in which we view elements of behavior

bull Although as Goldberg (2001) points out few in our society question the neuro-biological basis of language perception and motor functioning the larger culture continues to brand elements of behavioral and social functioning as attributes of the lsquomindrsquo that exist separate from neurological function (Goldberg ldquoAs if they were attributes of our clothes and not our bodyrdquo)

bull Descartesrsquo error remains rampant in the educational community with behaviors such as frequent aggression and noncompliance commonly attributed to lsquofailures of the soulrsquo (ldquoHersquos such a bratrdquo) rather than to the neurodevelopmental profiles that contribute to them

Key Points

lsquoDescartesrsquo Errorrsquo (Damasio 1996)

bull 17th Century French Philosopher

bull Advocated a dualist perspective of brain and soul

bull Viewed socialbehavioral difficulties as problems with the soul (and therefore moral lapses)

All socialbehavioral problems are a product of both

Nature(genetics)

Nurture(learning)

andor

Fact All learning including learned behavior is a function of

synaptogenesis

bull Cartesian notions of mind-body dualism have had major influence on western culture and philosophy over the centuries and continue to shape the ways in which we view elements of behavior

bull Although as Goldberg (2001) points out few in our society question the neuro-biological basis of language perception and motor functioning the larger culture continues to brand elements of behavioral and social functioning as attributes of the lsquomindrsquo that exist separate from neurological function (Goldberg ldquoAs if they were attributes of our clothes and not our bodyrdquo)

bull Descartesrsquo error remains rampant in the educational community with behaviors such as frequent aggression and noncompliance commonly attributed to lsquofailures of the soulrsquo (ldquoHersquos such a bratrdquo) rather than to the neurodevelopmental profiles that contribute to them

Key Points

All socialbehavioral problems are a product of both

Nature(genetics)

Nurture(learning)

andor

Fact All learning including learned behavior is a function of

synaptogenesis

bull Cartesian notions of mind-body dualism have had major influence on western culture and philosophy over the centuries and continue to shape the ways in which we view elements of behavior

bull Although as Goldberg (2001) points out few in our society question the neuro-biological basis of language perception and motor functioning the larger culture continues to brand elements of behavioral and social functioning as attributes of the lsquomindrsquo that exist separate from neurological function (Goldberg ldquoAs if they were attributes of our clothes and not our bodyrdquo)

bull Descartesrsquo error remains rampant in the educational community with behaviors such as frequent aggression and noncompliance commonly attributed to lsquofailures of the soulrsquo (ldquoHersquos such a bratrdquo) rather than to the neurodevelopmental profiles that contribute to them

Key Points

Fact All learning including learned behavior is a function of

synaptogenesis

bull Cartesian notions of mind-body dualism have had major influence on western culture and philosophy over the centuries and continue to shape the ways in which we view elements of behavior

bull Although as Goldberg (2001) points out few in our society question the neuro-biological basis of language perception and motor functioning the larger culture continues to brand elements of behavioral and social functioning as attributes of the lsquomindrsquo that exist separate from neurological function (Goldberg ldquoAs if they were attributes of our clothes and not our bodyrdquo)

bull Descartesrsquo error remains rampant in the educational community with behaviors such as frequent aggression and noncompliance commonly attributed to lsquofailures of the soulrsquo (ldquoHersquos such a bratrdquo) rather than to the neurodevelopmental profiles that contribute to them

Key Points

bull Cartesian notions of mind-body dualism have had major influence on western culture and philosophy over the centuries and continue to shape the ways in which we view elements of behavior

bull Although as Goldberg (2001) points out few in our society question the neuro-biological basis of language perception and motor functioning the larger culture continues to brand elements of behavioral and social functioning as attributes of the lsquomindrsquo that exist separate from neurological function (Goldberg ldquoAs if they were attributes of our clothes and not our bodyrdquo)

bull Descartesrsquo error remains rampant in the educational community with behaviors such as frequent aggression and noncompliance commonly attributed to lsquofailures of the soulrsquo (ldquoHersquos such a bratrdquo) rather than to the neurodevelopmental profiles that contribute to them

Key Points

Itrsquos time to put aside Descartesrsquo errorSorry ndash Irsquod

take it back but well Irsquom dead

GeneticTransfer(Nature)

EnvironmentalFactors

(Nurture)

Cognition

Behavior

Bottom line All behavior problems have a neurological basis just as all learning problems have a neurological basis

Your Turn Select a kid on your past andconcurrent caseload

Consider the extent to whichhisher social-behavioralchallenges stemmed from

1 Biological factors (cognitive processing challenges ie impulsivity anxiety mood labiality attention deficits etc)

2 Habitstendencies shaped by environmental influences

Social Cognition

What it is Why it matters

Part 2

Bandurarsquos Social Cognitive Theory

SCT maintains that a personrsquos reality and socialbehavioral presentation are formed through the interaction of environment and hisher cognitions

We tend to get stuck

here

Social Cognitive Theory (SCT) requires educators to

1 Understand that kidsrsquo socialbehavioral challenges flow from a mismatch between their cognitive capacitiesindividual constructions of reality and the environments that help shape the constructions

2 Develop intervention packages that target both the cognitivepersonal and environmental contributors

SLT also emphasizes the importance of observational learning that is learning by watching the behavior modeled by others Mirror Neurons enable this

Development of Social Cognitive SkillWhen kids are little their behavior is highly regulated by adults who teach directly (ldquoDo thisrdquo) and indirectly (via modeling)

As kids get older they increasingly substitute self-redirected internal controls for adult-directed external controls

In order for this substitution of internal control for the external control to be successful kids must possess developmentally appropriate levels of self-regulatory ability

Our Focus Today

Developmental weakness here

Combines with challengeslimitations

here

To produce problems

here

Emotion

Its Self-Regulation

Part 3

And

AKA

lsquoAffective Information Processingrsquo

22

The BRAIN Its two hemispheres and four lobes (source Jacob L Driesen PhD)

The Cortical Hemispheres and Emotion

24

Left and Right Hemispheres and Emotion

Associated more with positive affect

Left frontal area associated with approach behavior (and positive affect)

Associated more with negative affect

Right frontal area linked with avoidant and withdrawn behavior (and negative affect)

Left RightHale amp Fiorello 2005

If the left hemisphere is underactive or dysfunctional then negative affect and avoidance behaviors may occur If the right hemisphere is underactive then positive affect and approach behaviors may occur

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

GeneticTransfer(Nature)

EnvironmentalFactors

(Nurture)

Cognition

Behavior

Bottom line All behavior problems have a neurological basis just as all learning problems have a neurological basis

Your Turn Select a kid on your past andconcurrent caseload

Consider the extent to whichhisher social-behavioralchallenges stemmed from

1 Biological factors (cognitive processing challenges ie impulsivity anxiety mood labiality attention deficits etc)

2 Habitstendencies shaped by environmental influences

Social Cognition

What it is Why it matters

Part 2

Bandurarsquos Social Cognitive Theory

SCT maintains that a personrsquos reality and socialbehavioral presentation are formed through the interaction of environment and hisher cognitions

We tend to get stuck

here

Social Cognitive Theory (SCT) requires educators to

1 Understand that kidsrsquo socialbehavioral challenges flow from a mismatch between their cognitive capacitiesindividual constructions of reality and the environments that help shape the constructions

2 Develop intervention packages that target both the cognitivepersonal and environmental contributors

SLT also emphasizes the importance of observational learning that is learning by watching the behavior modeled by others Mirror Neurons enable this

Development of Social Cognitive SkillWhen kids are little their behavior is highly regulated by adults who teach directly (ldquoDo thisrdquo) and indirectly (via modeling)

As kids get older they increasingly substitute self-redirected internal controls for adult-directed external controls

In order for this substitution of internal control for the external control to be successful kids must possess developmentally appropriate levels of self-regulatory ability

Our Focus Today

Developmental weakness here

Combines with challengeslimitations

here

To produce problems

here

Emotion

Its Self-Regulation

Part 3

And

AKA

lsquoAffective Information Processingrsquo

22

The BRAIN Its two hemispheres and four lobes (source Jacob L Driesen PhD)

The Cortical Hemispheres and Emotion

24

Left and Right Hemispheres and Emotion

Associated more with positive affect

Left frontal area associated with approach behavior (and positive affect)

Associated more with negative affect

Right frontal area linked with avoidant and withdrawn behavior (and negative affect)

Left RightHale amp Fiorello 2005

If the left hemisphere is underactive or dysfunctional then negative affect and avoidance behaviors may occur If the right hemisphere is underactive then positive affect and approach behaviors may occur

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Your Turn Select a kid on your past andconcurrent caseload

Consider the extent to whichhisher social-behavioralchallenges stemmed from

1 Biological factors (cognitive processing challenges ie impulsivity anxiety mood labiality attention deficits etc)

2 Habitstendencies shaped by environmental influences

Social Cognition

What it is Why it matters

Part 2

Bandurarsquos Social Cognitive Theory

SCT maintains that a personrsquos reality and socialbehavioral presentation are formed through the interaction of environment and hisher cognitions

We tend to get stuck

here

Social Cognitive Theory (SCT) requires educators to

1 Understand that kidsrsquo socialbehavioral challenges flow from a mismatch between their cognitive capacitiesindividual constructions of reality and the environments that help shape the constructions

2 Develop intervention packages that target both the cognitivepersonal and environmental contributors

SLT also emphasizes the importance of observational learning that is learning by watching the behavior modeled by others Mirror Neurons enable this

Development of Social Cognitive SkillWhen kids are little their behavior is highly regulated by adults who teach directly (ldquoDo thisrdquo) and indirectly (via modeling)

As kids get older they increasingly substitute self-redirected internal controls for adult-directed external controls

In order for this substitution of internal control for the external control to be successful kids must possess developmentally appropriate levels of self-regulatory ability

Our Focus Today

Developmental weakness here

Combines with challengeslimitations

here

To produce problems

here

Emotion

Its Self-Regulation

Part 3

And

AKA

lsquoAffective Information Processingrsquo

22

The BRAIN Its two hemispheres and four lobes (source Jacob L Driesen PhD)

The Cortical Hemispheres and Emotion

24

Left and Right Hemispheres and Emotion

Associated more with positive affect

Left frontal area associated with approach behavior (and positive affect)

Associated more with negative affect

Right frontal area linked with avoidant and withdrawn behavior (and negative affect)

Left RightHale amp Fiorello 2005

If the left hemisphere is underactive or dysfunctional then negative affect and avoidance behaviors may occur If the right hemisphere is underactive then positive affect and approach behaviors may occur

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Social Cognition

What it is Why it matters

Part 2

Bandurarsquos Social Cognitive Theory

SCT maintains that a personrsquos reality and socialbehavioral presentation are formed through the interaction of environment and hisher cognitions

We tend to get stuck

here

Social Cognitive Theory (SCT) requires educators to

1 Understand that kidsrsquo socialbehavioral challenges flow from a mismatch between their cognitive capacitiesindividual constructions of reality and the environments that help shape the constructions

2 Develop intervention packages that target both the cognitivepersonal and environmental contributors

SLT also emphasizes the importance of observational learning that is learning by watching the behavior modeled by others Mirror Neurons enable this

Development of Social Cognitive SkillWhen kids are little their behavior is highly regulated by adults who teach directly (ldquoDo thisrdquo) and indirectly (via modeling)

As kids get older they increasingly substitute self-redirected internal controls for adult-directed external controls

In order for this substitution of internal control for the external control to be successful kids must possess developmentally appropriate levels of self-regulatory ability

Our Focus Today

Developmental weakness here

Combines with challengeslimitations

here

To produce problems

here

Emotion

Its Self-Regulation

Part 3

And

AKA

lsquoAffective Information Processingrsquo

22

The BRAIN Its two hemispheres and four lobes (source Jacob L Driesen PhD)

The Cortical Hemispheres and Emotion

24

Left and Right Hemispheres and Emotion

Associated more with positive affect

Left frontal area associated with approach behavior (and positive affect)

Associated more with negative affect

Right frontal area linked with avoidant and withdrawn behavior (and negative affect)

Left RightHale amp Fiorello 2005

If the left hemisphere is underactive or dysfunctional then negative affect and avoidance behaviors may occur If the right hemisphere is underactive then positive affect and approach behaviors may occur

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Bandurarsquos Social Cognitive Theory

SCT maintains that a personrsquos reality and socialbehavioral presentation are formed through the interaction of environment and hisher cognitions

We tend to get stuck

here

Social Cognitive Theory (SCT) requires educators to

1 Understand that kidsrsquo socialbehavioral challenges flow from a mismatch between their cognitive capacitiesindividual constructions of reality and the environments that help shape the constructions

2 Develop intervention packages that target both the cognitivepersonal and environmental contributors

SLT also emphasizes the importance of observational learning that is learning by watching the behavior modeled by others Mirror Neurons enable this

Development of Social Cognitive SkillWhen kids are little their behavior is highly regulated by adults who teach directly (ldquoDo thisrdquo) and indirectly (via modeling)

As kids get older they increasingly substitute self-redirected internal controls for adult-directed external controls

In order for this substitution of internal control for the external control to be successful kids must possess developmentally appropriate levels of self-regulatory ability

Our Focus Today

Developmental weakness here

Combines with challengeslimitations

here

To produce problems

here

Emotion

Its Self-Regulation

Part 3

And

AKA

lsquoAffective Information Processingrsquo

22

The BRAIN Its two hemispheres and four lobes (source Jacob L Driesen PhD)

The Cortical Hemispheres and Emotion

24

Left and Right Hemispheres and Emotion

Associated more with positive affect

Left frontal area associated with approach behavior (and positive affect)

Associated more with negative affect

Right frontal area linked with avoidant and withdrawn behavior (and negative affect)

Left RightHale amp Fiorello 2005

If the left hemisphere is underactive or dysfunctional then negative affect and avoidance behaviors may occur If the right hemisphere is underactive then positive affect and approach behaviors may occur

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Social Cognitive Theory (SCT) requires educators to

1 Understand that kidsrsquo socialbehavioral challenges flow from a mismatch between their cognitive capacitiesindividual constructions of reality and the environments that help shape the constructions

2 Develop intervention packages that target both the cognitivepersonal and environmental contributors

SLT also emphasizes the importance of observational learning that is learning by watching the behavior modeled by others Mirror Neurons enable this

Development of Social Cognitive SkillWhen kids are little their behavior is highly regulated by adults who teach directly (ldquoDo thisrdquo) and indirectly (via modeling)

As kids get older they increasingly substitute self-redirected internal controls for adult-directed external controls

In order for this substitution of internal control for the external control to be successful kids must possess developmentally appropriate levels of self-regulatory ability

Our Focus Today

Developmental weakness here

Combines with challengeslimitations

here

To produce problems

here

Emotion

Its Self-Regulation

Part 3

And

AKA

lsquoAffective Information Processingrsquo

22

The BRAIN Its two hemispheres and four lobes (source Jacob L Driesen PhD)

The Cortical Hemispheres and Emotion

24

Left and Right Hemispheres and Emotion

Associated more with positive affect

Left frontal area associated with approach behavior (and positive affect)

Associated more with negative affect

Right frontal area linked with avoidant and withdrawn behavior (and negative affect)

Left RightHale amp Fiorello 2005

If the left hemisphere is underactive or dysfunctional then negative affect and avoidance behaviors may occur If the right hemisphere is underactive then positive affect and approach behaviors may occur

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

SLT also emphasizes the importance of observational learning that is learning by watching the behavior modeled by others Mirror Neurons enable this

Development of Social Cognitive SkillWhen kids are little their behavior is highly regulated by adults who teach directly (ldquoDo thisrdquo) and indirectly (via modeling)

As kids get older they increasingly substitute self-redirected internal controls for adult-directed external controls

In order for this substitution of internal control for the external control to be successful kids must possess developmentally appropriate levels of self-regulatory ability

Our Focus Today

Developmental weakness here

Combines with challengeslimitations

here

To produce problems

here

Emotion

Its Self-Regulation

Part 3

And

AKA

lsquoAffective Information Processingrsquo

22

The BRAIN Its two hemispheres and four lobes (source Jacob L Driesen PhD)

The Cortical Hemispheres and Emotion

24

Left and Right Hemispheres and Emotion

Associated more with positive affect

Left frontal area associated with approach behavior (and positive affect)

Associated more with negative affect

Right frontal area linked with avoidant and withdrawn behavior (and negative affect)

Left RightHale amp Fiorello 2005

If the left hemisphere is underactive or dysfunctional then negative affect and avoidance behaviors may occur If the right hemisphere is underactive then positive affect and approach behaviors may occur

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Development of Social Cognitive SkillWhen kids are little their behavior is highly regulated by adults who teach directly (ldquoDo thisrdquo) and indirectly (via modeling)

As kids get older they increasingly substitute self-redirected internal controls for adult-directed external controls

In order for this substitution of internal control for the external control to be successful kids must possess developmentally appropriate levels of self-regulatory ability

Our Focus Today

Developmental weakness here

Combines with challengeslimitations

here

To produce problems

here

Emotion

Its Self-Regulation

Part 3

And

AKA

lsquoAffective Information Processingrsquo

22

The BRAIN Its two hemispheres and four lobes (source Jacob L Driesen PhD)

The Cortical Hemispheres and Emotion

24

Left and Right Hemispheres and Emotion

Associated more with positive affect

Left frontal area associated with approach behavior (and positive affect)

Associated more with negative affect

Right frontal area linked with avoidant and withdrawn behavior (and negative affect)

Left RightHale amp Fiorello 2005

If the left hemisphere is underactive or dysfunctional then negative affect and avoidance behaviors may occur If the right hemisphere is underactive then positive affect and approach behaviors may occur

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Our Focus Today

Developmental weakness here

Combines with challengeslimitations

here

To produce problems

here

Emotion

Its Self-Regulation

Part 3

And

AKA

lsquoAffective Information Processingrsquo

22

The BRAIN Its two hemispheres and four lobes (source Jacob L Driesen PhD)

The Cortical Hemispheres and Emotion

24

Left and Right Hemispheres and Emotion

Associated more with positive affect

Left frontal area associated with approach behavior (and positive affect)

Associated more with negative affect

Right frontal area linked with avoidant and withdrawn behavior (and negative affect)

Left RightHale amp Fiorello 2005

If the left hemisphere is underactive or dysfunctional then negative affect and avoidance behaviors may occur If the right hemisphere is underactive then positive affect and approach behaviors may occur

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Emotion

Its Self-Regulation

Part 3

And

AKA

lsquoAffective Information Processingrsquo

22

The BRAIN Its two hemispheres and four lobes (source Jacob L Driesen PhD)

The Cortical Hemispheres and Emotion

24

Left and Right Hemispheres and Emotion

Associated more with positive affect

Left frontal area associated with approach behavior (and positive affect)

Associated more with negative affect

Right frontal area linked with avoidant and withdrawn behavior (and negative affect)

Left RightHale amp Fiorello 2005

If the left hemisphere is underactive or dysfunctional then negative affect and avoidance behaviors may occur If the right hemisphere is underactive then positive affect and approach behaviors may occur

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

AKA

lsquoAffective Information Processingrsquo

22

The BRAIN Its two hemispheres and four lobes (source Jacob L Driesen PhD)

The Cortical Hemispheres and Emotion

24

Left and Right Hemispheres and Emotion

Associated more with positive affect

Left frontal area associated with approach behavior (and positive affect)

Associated more with negative affect

Right frontal area linked with avoidant and withdrawn behavior (and negative affect)

Left RightHale amp Fiorello 2005

If the left hemisphere is underactive or dysfunctional then negative affect and avoidance behaviors may occur If the right hemisphere is underactive then positive affect and approach behaviors may occur

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

22

The BRAIN Its two hemispheres and four lobes (source Jacob L Driesen PhD)

The Cortical Hemispheres and Emotion

24

Left and Right Hemispheres and Emotion

Associated more with positive affect

Left frontal area associated with approach behavior (and positive affect)

Associated more with negative affect

Right frontal area linked with avoidant and withdrawn behavior (and negative affect)

Left RightHale amp Fiorello 2005

If the left hemisphere is underactive or dysfunctional then negative affect and avoidance behaviors may occur If the right hemisphere is underactive then positive affect and approach behaviors may occur

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

The Cortical Hemispheres and Emotion

24

Left and Right Hemispheres and Emotion

Associated more with positive affect

Left frontal area associated with approach behavior (and positive affect)

Associated more with negative affect

Right frontal area linked with avoidant and withdrawn behavior (and negative affect)

Left RightHale amp Fiorello 2005

If the left hemisphere is underactive or dysfunctional then negative affect and avoidance behaviors may occur If the right hemisphere is underactive then positive affect and approach behaviors may occur

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

24

Left and Right Hemispheres and Emotion

Associated more with positive affect

Left frontal area associated with approach behavior (and positive affect)

Associated more with negative affect

Right frontal area linked with avoidant and withdrawn behavior (and negative affect)

Left RightHale amp Fiorello 2005

If the left hemisphere is underactive or dysfunctional then negative affect and avoidance behaviors may occur If the right hemisphere is underactive then positive affect and approach behaviors may occur

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Left hemisphere lesions more associated with

crying depression and catestrophic reactions

Right hemisphere lesions more associated with laughter euphoria or indifference

Hale amp Fiorello 2005

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

The brain bottom to topLuriarsquos three functional blocks

Block 1 (Brainstem reticular activating system) Regulates the energy level and tone of the cortex providing it with a stable basis for the organization of its various processes

Block 2 (Three posterior cortical lobes) Analyze code and store information

Block 3 (Frontal Lobe)Formation of intentions anddirection of cognition ampmotor activity

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

27

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

28

Prefrontal Cortex PosteriorCortex

Reticular Activating System

Frontal-reticular-posterior cortical attention loop(Goldberg 2001 p 172)

Breakdowns anywhere along this loop can lead to attention deficits and emotionalbehavioral challenges

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Under- vs Over-Arousal of the CortexImplications for SocialEmotional Functioning

Under-arousal Associated with extroversion amp ADHD Conduct Disorder Over-Arousal

Associated with introversion and internalizing disorders (ie anxiety and depression)

Hale amp Fiorello 2005

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Four Cortical Lobes of the BrainFrontal Lobe Output center

director of cognition and motor activity

Occipital Lobe Center of visual

processing

Parietal LobeCenter of

somatosensory and spatial processing

Temporal Lobe Center of auditory

and language processing

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

31

Pre-Frontal Cortex Primary Site of Attention and Executive Function

A deficiency of the neurotransmitter Dopamine in frontal cortical areas has been linked to the expression of ADHDEFD symptoms

Not fully developeduntil the age of

21 ndash 25 Vulnerable to injury

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

32

Pre-frontal Lobe The portion of the brain that distinguishes us from this guy

You wanna piece of me

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

33

Implications of frontal lobe injury

Phineas Gage - Harlow (1868) rdquoHe is fitful irreverent indulging at times in the grossest profanity impatient of restraint or advice when it conflicts with his desires at times pertinaciously obstinate yet capricious and vacillating His friends and acquaintances said he was no longer Gagerdquo

I lost a piece of me

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

34

Children born with (or who develop) problems in either the prefrontal cortex or its connections

are often identified with

bull ADHD

bull Oppositional Defiant Disorder (because of their low frustration tolerance and tendency to become easily irritatedannoyed)

bull An array of executive functioning problems

bull LDrsquos

bull Mood Disorders

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Time for a break

Itrsquos $$ about time

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

36

Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)

Motor CortexDorsolateral

Pre-frontal Cortex

PlanningStrategizing

Sustained AttentionProblem-SolvingSelf-Monitoring

-------------------------------Orbital Prefrontal

Impulse Control(behavioral inhibition)Emotional Modulation

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Figure 11 The Two Strands of Executive Function

The Executive Skills

The Metacognitive Strand

bull Goal-Settingbull PlanningStrategizingbull Sequencingbull Organization of Materialsbull Time Managementbull Task Initiationbull ExecutiveGoal-Directed Attentionbull Task Persistencebull Working Memorybull Set Shifting

The SocialEmotionalRegulation Strand

bull Response Inhibition (AKA Impulse Control)bull Emotional Controlbull Adaptability

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Your Turn

1 With a partner (itrsquos a pair-share)

2 Pick one of the metacognitive EFrsquos

3 Brainstorm its possible impact on socialbehavioral functioning

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Anterior Cingulate Cortex

An essential connection point between the prefrontal cortex and the emotion origin centers

Heavily involved in emotional regulation

Serves as our cognitive shifter (associated with cognitive flexibility)

Shifts attention between internal and external stimuli

Helps kids shift among problem ndashsolving options

Amen 2000 as cited by Leonard-Zabel amp Feifer 2009

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Consider the following scenario

Elizabeth a fourth grader has been looking forward to her best friend Meganrsquos pool party for weeks Upon arriving at the party she learns that Meganrsquos cousin Stacy will also be attending Elizabeth has a strong dislike for Stacy finding her in past encounters to be a bossy know-it-all who hogs all of Meganrsquos attention Although disappointed that her time at the party wonrsquot be quite as she expected Elizabeth quickly decides to spend more time with other friends as opposed to challenging Stacy for Meganrsquos attention Her private thoughts about this plan include ldquoIrsquoll swim with Carol and Heidi the most and will try and spend time with Megan when Stacyrsquos doing other stuffrdquo

Impact of specific EFrsquos on behavior (Part I)

bull AKA lsquoResponse Inhibitionrsquo

bull Picture a lsquorudderless shiprsquo

bull lsquoPrepotentrsquo responses are not inhibited

bull lsquoLow roadrsquo problem-solving (Goleman 2006)

bull The cognitive workspace in which social situations are analyzed

bull This is also the cognitive workspace in which rationale social problem solving occurs

bull In other words where the lsquothinkingrsquo part of lsquostop and thinkrsquo occurs

Impulse Control Working Memory

Impact of specific EFrsquos on behavior (Part II)

bull This EF skill determines a kidsrsquo ability to act strategically in social contexts

bull The planning part of social problem is impacted by this skill as well as the ability to act on the plan (and change it on the fly as needed)

bull Life is about change

bull Kids with lsquobalky cognitive shiftersrsquo tend to struggle greatly with transitions

bull And with changes in routine

bull And with disappointments

PlanningOrganization Adaptability

To appreciate othersrsquo perspectives we must

1 Be able to stop (suspend) our own perspectivespoints of view

2 lsquoReadrsquo the social context (including othersrsquo nonverbal behavior)

3 Process this information in working memory longwell enough to get the sense of what others may be thinking

44

Impulse Control Deficits ampSocial Functioning

Lack of frontal lobe filtering leads to

bull Impulsive calling out in classbull Impulsively saying the wrong thing (a

lot)bull Troubles with turn-takingbull Troubles with perspective takingbull Motor and verbal lsquooverflowrsquobull Lack of self-awareness and self-

knowing

All contribute to rejection by peersAny filtering

going on here

And now the primary source of emotional sturm and drang

The amygdala

Be afraid ndash be very afraid

>

The amygdala Our primary source of

FIGHT Flightamp

All roads lead to the amygdala

Cortical Pathway (cognitive

connections with the amygdala)

Thalamic Pathway (lower order

connections with the amygdala)

Source thebrainmcgillca

Cortical Pathway (high and slow) vs the Thalamic Pathway (low and fast)

Source thebrainmcgillca

Thalamic pathway Shoot first and ask questions later

Cortical pathway Stop and think before reacting

Daniel Goleman High and Low Road Emotional Processing

Low Road Processing(automatic prepotentinitiated by the amygdala)

High Road Processing (rational controlled directed by the PFC)

System 1

System 2

50

The lsquobalance of powerrsquo between the Orbital PFC and Amygdala

Amygdala

Orbital PFC

Amygdala Hijack

Like any skilled air traffic controller the thalamus can quickly react to potential threat In that case it bypasses the cortex -- the thinking brain -- and the signal goes straight to the amygdala The amygdala can only react based on previously stored patterns

--- Joshua Freedman thalamus

52

Whorsquos got the powerPre-frontalCortex

Amygdala

Or

53

Manifestations of lsquoLow Roadrsquo Emotional Processing

bull Limited frustration tolerancebull Limited adaptability (these kids get

become easily lsquostuckrsquo)bull Limited alternate thinking skills (small

problem solving repertoire)bull Reflexive negativity (Ross Greene)

In an nutshell EFD kids become easily swamped by their emotions

54

Itrsquos helpful to think of these kids as being in a lsquocognitive

wheelchairrsquo

-- Ross Greene

Kaufman Itrsquos also helpful to think of these kids asmanifesting a clear mismatch in power between a very strong emotion-generation center of the brain and less developed emotion regulation centers

Amygdala

Orbital PFC

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Impact of specific EFrsquos on behavior (Part II)

bull This EF skill determines a kidsrsquo ability to act strategically in social contexts

bull The planning part of social problem is impacted by this skill as well as the ability to act on the plan (and change it on the fly as needed)

bull Life is about change

bull Kids with lsquobalky cognitive shiftersrsquo tend to struggle greatly with transitions

bull And with changes in routine

bull And with disappointments

PlanningOrganization Adaptability

To appreciate othersrsquo perspectives we must

1 Be able to stop (suspend) our own perspectivespoints of view

2 lsquoReadrsquo the social context (including othersrsquo nonverbal behavior)

3 Process this information in working memory longwell enough to get the sense of what others may be thinking

44

Impulse Control Deficits ampSocial Functioning

Lack of frontal lobe filtering leads to

bull Impulsive calling out in classbull Impulsively saying the wrong thing (a

lot)bull Troubles with turn-takingbull Troubles with perspective takingbull Motor and verbal lsquooverflowrsquobull Lack of self-awareness and self-

knowing

All contribute to rejection by peersAny filtering

going on here

And now the primary source of emotional sturm and drang

The amygdala

Be afraid ndash be very afraid

>

The amygdala Our primary source of

FIGHT Flightamp

All roads lead to the amygdala

Cortical Pathway (cognitive

connections with the amygdala)

Thalamic Pathway (lower order

connections with the amygdala)

Source thebrainmcgillca

Cortical Pathway (high and slow) vs the Thalamic Pathway (low and fast)

Source thebrainmcgillca

Thalamic pathway Shoot first and ask questions later

Cortical pathway Stop and think before reacting

Daniel Goleman High and Low Road Emotional Processing

Low Road Processing(automatic prepotentinitiated by the amygdala)

High Road Processing (rational controlled directed by the PFC)

System 1

System 2

50

The lsquobalance of powerrsquo between the Orbital PFC and Amygdala

Amygdala

Orbital PFC

Amygdala Hijack

Like any skilled air traffic controller the thalamus can quickly react to potential threat In that case it bypasses the cortex -- the thinking brain -- and the signal goes straight to the amygdala The amygdala can only react based on previously stored patterns

--- Joshua Freedman thalamus

52

Whorsquos got the powerPre-frontalCortex

Amygdala

Or

53

Manifestations of lsquoLow Roadrsquo Emotional Processing

bull Limited frustration tolerancebull Limited adaptability (these kids get

become easily lsquostuckrsquo)bull Limited alternate thinking skills (small

problem solving repertoire)bull Reflexive negativity (Ross Greene)

In an nutshell EFD kids become easily swamped by their emotions

54

Itrsquos helpful to think of these kids as being in a lsquocognitive

wheelchairrsquo

-- Ross Greene

Kaufman Itrsquos also helpful to think of these kids asmanifesting a clear mismatch in power between a very strong emotion-generation center of the brain and less developed emotion regulation centers

Amygdala

Orbital PFC

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

To appreciate othersrsquo perspectives we must

1 Be able to stop (suspend) our own perspectivespoints of view

2 lsquoReadrsquo the social context (including othersrsquo nonverbal behavior)

3 Process this information in working memory longwell enough to get the sense of what others may be thinking

44

Impulse Control Deficits ampSocial Functioning

Lack of frontal lobe filtering leads to

bull Impulsive calling out in classbull Impulsively saying the wrong thing (a

lot)bull Troubles with turn-takingbull Troubles with perspective takingbull Motor and verbal lsquooverflowrsquobull Lack of self-awareness and self-

knowing

All contribute to rejection by peersAny filtering

going on here

And now the primary source of emotional sturm and drang

The amygdala

Be afraid ndash be very afraid

>

The amygdala Our primary source of

FIGHT Flightamp

All roads lead to the amygdala

Cortical Pathway (cognitive

connections with the amygdala)

Thalamic Pathway (lower order

connections with the amygdala)

Source thebrainmcgillca

Cortical Pathway (high and slow) vs the Thalamic Pathway (low and fast)

Source thebrainmcgillca

Thalamic pathway Shoot first and ask questions later

Cortical pathway Stop and think before reacting

Daniel Goleman High and Low Road Emotional Processing

Low Road Processing(automatic prepotentinitiated by the amygdala)

High Road Processing (rational controlled directed by the PFC)

System 1

System 2

50

The lsquobalance of powerrsquo between the Orbital PFC and Amygdala

Amygdala

Orbital PFC

Amygdala Hijack

Like any skilled air traffic controller the thalamus can quickly react to potential threat In that case it bypasses the cortex -- the thinking brain -- and the signal goes straight to the amygdala The amygdala can only react based on previously stored patterns

--- Joshua Freedman thalamus

52

Whorsquos got the powerPre-frontalCortex

Amygdala

Or

53

Manifestations of lsquoLow Roadrsquo Emotional Processing

bull Limited frustration tolerancebull Limited adaptability (these kids get

become easily lsquostuckrsquo)bull Limited alternate thinking skills (small

problem solving repertoire)bull Reflexive negativity (Ross Greene)

In an nutshell EFD kids become easily swamped by their emotions

54

Itrsquos helpful to think of these kids as being in a lsquocognitive

wheelchairrsquo

-- Ross Greene

Kaufman Itrsquos also helpful to think of these kids asmanifesting a clear mismatch in power between a very strong emotion-generation center of the brain and less developed emotion regulation centers

Amygdala

Orbital PFC

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

44

Impulse Control Deficits ampSocial Functioning

Lack of frontal lobe filtering leads to

bull Impulsive calling out in classbull Impulsively saying the wrong thing (a

lot)bull Troubles with turn-takingbull Troubles with perspective takingbull Motor and verbal lsquooverflowrsquobull Lack of self-awareness and self-

knowing

All contribute to rejection by peersAny filtering

going on here

And now the primary source of emotional sturm and drang

The amygdala

Be afraid ndash be very afraid

>

The amygdala Our primary source of

FIGHT Flightamp

All roads lead to the amygdala

Cortical Pathway (cognitive

connections with the amygdala)

Thalamic Pathway (lower order

connections with the amygdala)

Source thebrainmcgillca

Cortical Pathway (high and slow) vs the Thalamic Pathway (low and fast)

Source thebrainmcgillca

Thalamic pathway Shoot first and ask questions later

Cortical pathway Stop and think before reacting

Daniel Goleman High and Low Road Emotional Processing

Low Road Processing(automatic prepotentinitiated by the amygdala)

High Road Processing (rational controlled directed by the PFC)

System 1

System 2

50

The lsquobalance of powerrsquo between the Orbital PFC and Amygdala

Amygdala

Orbital PFC

Amygdala Hijack

Like any skilled air traffic controller the thalamus can quickly react to potential threat In that case it bypasses the cortex -- the thinking brain -- and the signal goes straight to the amygdala The amygdala can only react based on previously stored patterns

--- Joshua Freedman thalamus

52

Whorsquos got the powerPre-frontalCortex

Amygdala

Or

53

Manifestations of lsquoLow Roadrsquo Emotional Processing

bull Limited frustration tolerancebull Limited adaptability (these kids get

become easily lsquostuckrsquo)bull Limited alternate thinking skills (small

problem solving repertoire)bull Reflexive negativity (Ross Greene)

In an nutshell EFD kids become easily swamped by their emotions

54

Itrsquos helpful to think of these kids as being in a lsquocognitive

wheelchairrsquo

-- Ross Greene

Kaufman Itrsquos also helpful to think of these kids asmanifesting a clear mismatch in power between a very strong emotion-generation center of the brain and less developed emotion regulation centers

Amygdala

Orbital PFC

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

And now the primary source of emotional sturm and drang

The amygdala

Be afraid ndash be very afraid

>

The amygdala Our primary source of

FIGHT Flightamp

All roads lead to the amygdala

Cortical Pathway (cognitive

connections with the amygdala)

Thalamic Pathway (lower order

connections with the amygdala)

Source thebrainmcgillca

Cortical Pathway (high and slow) vs the Thalamic Pathway (low and fast)

Source thebrainmcgillca

Thalamic pathway Shoot first and ask questions later

Cortical pathway Stop and think before reacting

Daniel Goleman High and Low Road Emotional Processing

Low Road Processing(automatic prepotentinitiated by the amygdala)

High Road Processing (rational controlled directed by the PFC)

System 1

System 2

50

The lsquobalance of powerrsquo between the Orbital PFC and Amygdala

Amygdala

Orbital PFC

Amygdala Hijack

Like any skilled air traffic controller the thalamus can quickly react to potential threat In that case it bypasses the cortex -- the thinking brain -- and the signal goes straight to the amygdala The amygdala can only react based on previously stored patterns

--- Joshua Freedman thalamus

52

Whorsquos got the powerPre-frontalCortex

Amygdala

Or

53

Manifestations of lsquoLow Roadrsquo Emotional Processing

bull Limited frustration tolerancebull Limited adaptability (these kids get

become easily lsquostuckrsquo)bull Limited alternate thinking skills (small

problem solving repertoire)bull Reflexive negativity (Ross Greene)

In an nutshell EFD kids become easily swamped by their emotions

54

Itrsquos helpful to think of these kids as being in a lsquocognitive

wheelchairrsquo

-- Ross Greene

Kaufman Itrsquos also helpful to think of these kids asmanifesting a clear mismatch in power between a very strong emotion-generation center of the brain and less developed emotion regulation centers

Amygdala

Orbital PFC

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

The amygdala Our primary source of

FIGHT Flightamp

All roads lead to the amygdala

Cortical Pathway (cognitive

connections with the amygdala)

Thalamic Pathway (lower order

connections with the amygdala)

Source thebrainmcgillca

Cortical Pathway (high and slow) vs the Thalamic Pathway (low and fast)

Source thebrainmcgillca

Thalamic pathway Shoot first and ask questions later

Cortical pathway Stop and think before reacting

Daniel Goleman High and Low Road Emotional Processing

Low Road Processing(automatic prepotentinitiated by the amygdala)

High Road Processing (rational controlled directed by the PFC)

System 1

System 2

50

The lsquobalance of powerrsquo between the Orbital PFC and Amygdala

Amygdala

Orbital PFC

Amygdala Hijack

Like any skilled air traffic controller the thalamus can quickly react to potential threat In that case it bypasses the cortex -- the thinking brain -- and the signal goes straight to the amygdala The amygdala can only react based on previously stored patterns

--- Joshua Freedman thalamus

52

Whorsquos got the powerPre-frontalCortex

Amygdala

Or

53

Manifestations of lsquoLow Roadrsquo Emotional Processing

bull Limited frustration tolerancebull Limited adaptability (these kids get

become easily lsquostuckrsquo)bull Limited alternate thinking skills (small

problem solving repertoire)bull Reflexive negativity (Ross Greene)

In an nutshell EFD kids become easily swamped by their emotions

54

Itrsquos helpful to think of these kids as being in a lsquocognitive

wheelchairrsquo

-- Ross Greene

Kaufman Itrsquos also helpful to think of these kids asmanifesting a clear mismatch in power between a very strong emotion-generation center of the brain and less developed emotion regulation centers

Amygdala

Orbital PFC

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

All roads lead to the amygdala

Cortical Pathway (cognitive

connections with the amygdala)

Thalamic Pathway (lower order

connections with the amygdala)

Source thebrainmcgillca

Cortical Pathway (high and slow) vs the Thalamic Pathway (low and fast)

Source thebrainmcgillca

Thalamic pathway Shoot first and ask questions later

Cortical pathway Stop and think before reacting

Daniel Goleman High and Low Road Emotional Processing

Low Road Processing(automatic prepotentinitiated by the amygdala)

High Road Processing (rational controlled directed by the PFC)

System 1

System 2

50

The lsquobalance of powerrsquo between the Orbital PFC and Amygdala

Amygdala

Orbital PFC

Amygdala Hijack

Like any skilled air traffic controller the thalamus can quickly react to potential threat In that case it bypasses the cortex -- the thinking brain -- and the signal goes straight to the amygdala The amygdala can only react based on previously stored patterns

--- Joshua Freedman thalamus

52

Whorsquos got the powerPre-frontalCortex

Amygdala

Or

53

Manifestations of lsquoLow Roadrsquo Emotional Processing

bull Limited frustration tolerancebull Limited adaptability (these kids get

become easily lsquostuckrsquo)bull Limited alternate thinking skills (small

problem solving repertoire)bull Reflexive negativity (Ross Greene)

In an nutshell EFD kids become easily swamped by their emotions

54

Itrsquos helpful to think of these kids as being in a lsquocognitive

wheelchairrsquo

-- Ross Greene

Kaufman Itrsquos also helpful to think of these kids asmanifesting a clear mismatch in power between a very strong emotion-generation center of the brain and less developed emotion regulation centers

Amygdala

Orbital PFC

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Cortical Pathway (high and slow) vs the Thalamic Pathway (low and fast)

Source thebrainmcgillca

Thalamic pathway Shoot first and ask questions later

Cortical pathway Stop and think before reacting

Daniel Goleman High and Low Road Emotional Processing

Low Road Processing(automatic prepotentinitiated by the amygdala)

High Road Processing (rational controlled directed by the PFC)

System 1

System 2

50

The lsquobalance of powerrsquo between the Orbital PFC and Amygdala

Amygdala

Orbital PFC

Amygdala Hijack

Like any skilled air traffic controller the thalamus can quickly react to potential threat In that case it bypasses the cortex -- the thinking brain -- and the signal goes straight to the amygdala The amygdala can only react based on previously stored patterns

--- Joshua Freedman thalamus

52

Whorsquos got the powerPre-frontalCortex

Amygdala

Or

53

Manifestations of lsquoLow Roadrsquo Emotional Processing

bull Limited frustration tolerancebull Limited adaptability (these kids get

become easily lsquostuckrsquo)bull Limited alternate thinking skills (small

problem solving repertoire)bull Reflexive negativity (Ross Greene)

In an nutshell EFD kids become easily swamped by their emotions

54

Itrsquos helpful to think of these kids as being in a lsquocognitive

wheelchairrsquo

-- Ross Greene

Kaufman Itrsquos also helpful to think of these kids asmanifesting a clear mismatch in power between a very strong emotion-generation center of the brain and less developed emotion regulation centers

Amygdala

Orbital PFC

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Daniel Goleman High and Low Road Emotional Processing

Low Road Processing(automatic prepotentinitiated by the amygdala)

High Road Processing (rational controlled directed by the PFC)

System 1

System 2

50

The lsquobalance of powerrsquo between the Orbital PFC and Amygdala

Amygdala

Orbital PFC

Amygdala Hijack

Like any skilled air traffic controller the thalamus can quickly react to potential threat In that case it bypasses the cortex -- the thinking brain -- and the signal goes straight to the amygdala The amygdala can only react based on previously stored patterns

--- Joshua Freedman thalamus

52

Whorsquos got the powerPre-frontalCortex

Amygdala

Or

53

Manifestations of lsquoLow Roadrsquo Emotional Processing

bull Limited frustration tolerancebull Limited adaptability (these kids get

become easily lsquostuckrsquo)bull Limited alternate thinking skills (small

problem solving repertoire)bull Reflexive negativity (Ross Greene)

In an nutshell EFD kids become easily swamped by their emotions

54

Itrsquos helpful to think of these kids as being in a lsquocognitive

wheelchairrsquo

-- Ross Greene

Kaufman Itrsquos also helpful to think of these kids asmanifesting a clear mismatch in power between a very strong emotion-generation center of the brain and less developed emotion regulation centers

Amygdala

Orbital PFC

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

50

The lsquobalance of powerrsquo between the Orbital PFC and Amygdala

Amygdala

Orbital PFC

Amygdala Hijack

Like any skilled air traffic controller the thalamus can quickly react to potential threat In that case it bypasses the cortex -- the thinking brain -- and the signal goes straight to the amygdala The amygdala can only react based on previously stored patterns

--- Joshua Freedman thalamus

52

Whorsquos got the powerPre-frontalCortex

Amygdala

Or

53

Manifestations of lsquoLow Roadrsquo Emotional Processing

bull Limited frustration tolerancebull Limited adaptability (these kids get

become easily lsquostuckrsquo)bull Limited alternate thinking skills (small

problem solving repertoire)bull Reflexive negativity (Ross Greene)

In an nutshell EFD kids become easily swamped by their emotions

54

Itrsquos helpful to think of these kids as being in a lsquocognitive

wheelchairrsquo

-- Ross Greene

Kaufman Itrsquos also helpful to think of these kids asmanifesting a clear mismatch in power between a very strong emotion-generation center of the brain and less developed emotion regulation centers

Amygdala

Orbital PFC

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Amygdala Hijack

Like any skilled air traffic controller the thalamus can quickly react to potential threat In that case it bypasses the cortex -- the thinking brain -- and the signal goes straight to the amygdala The amygdala can only react based on previously stored patterns

--- Joshua Freedman thalamus

52

Whorsquos got the powerPre-frontalCortex

Amygdala

Or

53

Manifestations of lsquoLow Roadrsquo Emotional Processing

bull Limited frustration tolerancebull Limited adaptability (these kids get

become easily lsquostuckrsquo)bull Limited alternate thinking skills (small

problem solving repertoire)bull Reflexive negativity (Ross Greene)

In an nutshell EFD kids become easily swamped by their emotions

54

Itrsquos helpful to think of these kids as being in a lsquocognitive

wheelchairrsquo

-- Ross Greene

Kaufman Itrsquos also helpful to think of these kids asmanifesting a clear mismatch in power between a very strong emotion-generation center of the brain and less developed emotion regulation centers

Amygdala

Orbital PFC

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

52

Whorsquos got the powerPre-frontalCortex

Amygdala

Or

53

Manifestations of lsquoLow Roadrsquo Emotional Processing

bull Limited frustration tolerancebull Limited adaptability (these kids get

become easily lsquostuckrsquo)bull Limited alternate thinking skills (small

problem solving repertoire)bull Reflexive negativity (Ross Greene)

In an nutshell EFD kids become easily swamped by their emotions

54

Itrsquos helpful to think of these kids as being in a lsquocognitive

wheelchairrsquo

-- Ross Greene

Kaufman Itrsquos also helpful to think of these kids asmanifesting a clear mismatch in power between a very strong emotion-generation center of the brain and less developed emotion regulation centers

Amygdala

Orbital PFC

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

53

Manifestations of lsquoLow Roadrsquo Emotional Processing

bull Limited frustration tolerancebull Limited adaptability (these kids get

become easily lsquostuckrsquo)bull Limited alternate thinking skills (small

problem solving repertoire)bull Reflexive negativity (Ross Greene)

In an nutshell EFD kids become easily swamped by their emotions

54

Itrsquos helpful to think of these kids as being in a lsquocognitive

wheelchairrsquo

-- Ross Greene

Kaufman Itrsquos also helpful to think of these kids asmanifesting a clear mismatch in power between a very strong emotion-generation center of the brain and less developed emotion regulation centers

Amygdala

Orbital PFC

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

54

Itrsquos helpful to think of these kids as being in a lsquocognitive

wheelchairrsquo

-- Ross Greene

Kaufman Itrsquos also helpful to think of these kids asmanifesting a clear mismatch in power between a very strong emotion-generation center of the brain and less developed emotion regulation centers

Amygdala

Orbital PFC

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

The Neurobiology of AnxietyPart 4

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

An essential biological basis of fear

AMYGDALAS LEARN

By jove I think

Irsquove got it

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Emotional Learning(Sousa 2009)

Implicit emotional learning(AKA fearing conditioning)

Explicit emotional learning(Learning fear from others)

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Amygdale and Reactivity(Feifer 2009 p 40)

Low amygdala reactivity A need for greater stimulation and excitement to trigger the amygdala Tends to be associated outgoing disinhibited (lsquostim ndashseekingrsquo) behavior

High amygdala reactivity A need for minimal stimulation of the amygdala to activate the cerebral cortex Often associated with anxiety disorders in kids

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Kids with anxiety disorders tend to

Think too much (overactiveover-aroused prefrontal cortex)

Are hypervigilent and overly sensitive to environmental triggering of the amygdala

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Neuron (Brain Cell)

Anxiety and Depression on a Celluar Level

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Neurotransmitters and Emotional Functioning

SerotoninPromotes feelings of

calm emotional

stability and sleep

DopaminePromotes alertness focus and feelings of

pleasure and reinforcement

NorepinephrineLike Dopamine it fosters nand energy (also

associated with motivation and

drive)

GABAHelps induce

relaxation and sleep May

balance excitement

and inhibition

gamma-aminobutyric acid

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Neurotransmitter Reuptake and Selective Reuptake Inhibition

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

63

LUNCH TIME

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

64

Part 4 Preventing Problems and Building SocialEmotional RegulationSkills

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

An essential fact with which to start the afternoon

Socialemotional skills are just that ndash SKILLS

They are skills that exist on a bell-shaped curve just like academic and cognitive skills

They are skills that can be accommodated to and taught to

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Just as kids enter school every day with varying amounts of academic and cognitive skill they enter school with greater and lesser amounts of socialemotional skill

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Overarching Strategy Motto for the Afternoon Session

It is essential to remember that the vast majority of kids with significant socialemotionalbehavioral challenges have social learning disabilities

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

An second essential fact with which to start the afternoon

80 of office referrals come from 11 of teachers

Why

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Kaufmanrsquos observation after 25 years in the business

Kids with substantial socialemotional regulation deficits do far better in some teacherrsquos classes than in others

True lsquodat hellip

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Positive Behavior Intervention and Support (PBIS) is a process for creating school environments that are more predictable and effective for achieving academic and social goals For some schools PBIS will enhance their current systems and practices for others it will radically change the culture for the better

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

How PBIS Works

A key strategy of the PBIS process is prevention The majority of students follow the schoolrsquos expectations but are never acknowledged for their positive behavior Through instruction comprehension and regular practice all stakeholders use a consistent set of behavior expectations and rules When some students do not respond to teaching of the behavioral rules PBIS schools view it as an opportunity for re-teaching not just punishment

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Pills amp Skills How psychostimulant medications work

1 They increase the availability of dopamine in the central nervous system (by inhibiting the dopamine transporter ndash increasing the the time that dopamine has to bind to its receptors on other neurons)

2 They increase the receptivity of inhibitory receptor sites on neurotransmitters

3 In so doing they chemically lsquoramp up the wattagersquo in the pre-frontal cortex

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Prevention 1 Build all studentsrsquo socialemotional literacy

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Emotional LiteracyIntelligence Improves Academic Performance

ldquoRecent studies have revealed that an average student enrolled in a social and emotional learning program ranks at least ten percentile points higher on achievement tests than students who do not participate in such programs rdquomdash T Shriver and R Weissberg New York Times August 16 2005

Numerous studies have shown academic success to be strongly associated with several dimensions of emotional intelligence

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

ICPS (I Can Problem Solve)Myrna Shure PhD

Science-based (empirically validated)

Preschool to upper elementary grades

Explicitly developed for use in regular education settings

Makes liberal use of visuals role plays (lsquosilly skitsrsquo) and other hands on elements

Emphasizes teacher cueing of ICPS skills across the curriculum and across the day (skills are not meant to be taughtused in isolation)

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Silly Skit Example

Child A Ouch I hurt my knee Itrsquos bleedingChild B Hey did you know I like strawberriesChild A I think I need a band-aidChild B And tomorrowrsquos my birthdayChild A My knee really hurtsChild B Why does your knee hurtChild A Because I fellChild B Oh you fell Sorry

Questions for class When was Child B listening to Child A When was she not listening How can you tell

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Open Circle(Wellesley Centers for Women)

A K ndash 5 Program (K1 23 45)

Gets the class into circles twice a week to discuss a wide of issues related to socialemotional literacy

Lessons are about 20 ndash 30 minutes long and are teacher led

Also has strong empirical support

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

PATHS Curriculum(Prevention Research Center for the Promotion of Human Development)

Providing Alternative Thinking Strategies

Stresses the development of (1) self-control (turtle technique) (2) emotional literacy and relationship skills and (3) interpersonal cognitive problem-solving skills

Grades K - 6

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Second Step

Explicit emphasis on violence and bullyingaggression prevention and social problem-solving

Pre-KK Elementary and Middle School Versions

Strong research base (now in use in 26 countries )

Itrsquos use has also been correlated with academic success

Kids seem to like it a lot

Prevention 2 It all starts with

lsquoGoodness of Fitrsquo (Greene amp Ablonrsquos lsquoTransactional Perspectiversquo)

Kidsrsquoneuro-developmentalprofiles

The settings in which they must operate

Ross Greenersquos ALSUP

Assessment of Lagging Skills amp Unsolved Problems

Best social environments for kids with regulation weakness include

bull Clear cut rules that have been explicitly taught and practiced

bull Lots of adult-directed activity

less kid-directed activity

bull Lots of adult supervision

bull Pick FEWER ACADEMIC battles bull (go lsquocore curriculumrsquo)

Neuropsychological fact 1 When individuals engage in any act of self-control they become depleted and have less self-control available for subsequent acts of self-regulation (Baumeister et al 2007)

Neuropsychological fact 2 Self-regulatory systems can be lsquorechargedrsquo by putting people in a positive mood (happiness relaxation etc)

Goodness of fit Recharge depleted self-regulatory systems

Good deeds change brains

Some research has shown that thinking about some elsersquos problems lights up the same part of the brain that gets activated when we reflect on our own while compassion registers in the brainrsquos pleasures zones

And in the same way that it pays to eat broccoli several times a week research suggests that yoursquoll be healthier and happier after offering up regular servings of compassion Some studies suggest that five acts of altruism a week can substantially improve mood

theglobeandmailcom

On a neurological level it is far better to give than receive

IMPLICATIONS FOR TEACHERS AND SCHOOL-BASED CLINICIANS

Reappraisal Help kids learn to recognize and change their distortedunrealistic thinking

Classic cognitive distortions

bull All or nothing thinkingbull Overgeneralizationbull Catastrophizingbull Disqualifying the positive

Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRACTION

Self-distraction is among the commonly used coping strategies among adults

Kids can also be taught this skill to help them

1 Delay gratification2 Cope with frustration3 Avoid or cope with

anxiety

Irsquoll think about that

tomorrow

Teachers can and should explicitly teach this

Teaching

Teaching Self-Regulation

Modeling and having kids practice the power of

SELF-TALK

Start with demystificationBefore demystification Why does everybody hate me all the time

Why do I freak out so easily and piss everyone off

After demystification You mean Irsquom not a horrible jerk I just get angrier easier than other kids and need to learn to control this better

Teaching Self-DistractionTeacher should model via role play and lsquothink aloudsrsquo how to

Cope with the annoying behavior of others

Cope withset aside bothersome thoughts

Cope withset aside self-defeating emotions

The lsquoZIPPERrsquo strategy for avoidingmanaging conflict

Z ndash Zip Your mouth Stop and take a deep breath

I ndash Identify the problem What do I need Whatrsquos the problem

P ndash Pause Take a moment to calm down before doing anything

P ndash Put yourself in charge Take control of my actions

E ndash Explore choices What could I do (Eg walk away change the subject take a deep breath ask an adult for help etc)

R ndash Reset Pick an option

Bad to better or bad to worseBad thing

happens to kid

The CHOICE ZONE

Choice made things bad to better

Choice made things bad to worse

For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help

Thatrsquos it

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Ross Greenersquos ALSUP

Assessment of Lagging Skills amp Unsolved Problems

Best social environments for kids with regulation weakness include

bull Clear cut rules that have been explicitly taught and practiced

bull Lots of adult-directed activity

less kid-directed activity

bull Lots of adult supervision

bull Pick FEWER ACADEMIC battles bull (go lsquocore curriculumrsquo)

Neuropsychological fact 1 When individuals engage in any act of self-control they become depleted and have less self-control available for subsequent acts of self-regulation (Baumeister et al 2007)

Neuropsychological fact 2 Self-regulatory systems can be lsquorechargedrsquo by putting people in a positive mood (happiness relaxation etc)

Goodness of fit Recharge depleted self-regulatory systems

Good deeds change brains

Some research has shown that thinking about some elsersquos problems lights up the same part of the brain that gets activated when we reflect on our own while compassion registers in the brainrsquos pleasures zones

And in the same way that it pays to eat broccoli several times a week research suggests that yoursquoll be healthier and happier after offering up regular servings of compassion Some studies suggest that five acts of altruism a week can substantially improve mood

theglobeandmailcom

On a neurological level it is far better to give than receive

IMPLICATIONS FOR TEACHERS AND SCHOOL-BASED CLINICIANS

Reappraisal Help kids learn to recognize and change their distortedunrealistic thinking

Classic cognitive distortions

bull All or nothing thinkingbull Overgeneralizationbull Catastrophizingbull Disqualifying the positive

Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRACTION

Self-distraction is among the commonly used coping strategies among adults

Kids can also be taught this skill to help them

1 Delay gratification2 Cope with frustration3 Avoid or cope with

anxiety

Irsquoll think about that

tomorrow

Teachers can and should explicitly teach this

Teaching

Teaching Self-Regulation

Modeling and having kids practice the power of

SELF-TALK

Start with demystificationBefore demystification Why does everybody hate me all the time

Why do I freak out so easily and piss everyone off

After demystification You mean Irsquom not a horrible jerk I just get angrier easier than other kids and need to learn to control this better

Teaching Self-DistractionTeacher should model via role play and lsquothink aloudsrsquo how to

Cope with the annoying behavior of others

Cope withset aside bothersome thoughts

Cope withset aside self-defeating emotions

The lsquoZIPPERrsquo strategy for avoidingmanaging conflict

Z ndash Zip Your mouth Stop and take a deep breath

I ndash Identify the problem What do I need Whatrsquos the problem

P ndash Pause Take a moment to calm down before doing anything

P ndash Put yourself in charge Take control of my actions

E ndash Explore choices What could I do (Eg walk away change the subject take a deep breath ask an adult for help etc)

R ndash Reset Pick an option

Bad to better or bad to worseBad thing

happens to kid

The CHOICE ZONE

Choice made things bad to better

Choice made things bad to worse

For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help

Thatrsquos it

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Best social environments for kids with regulation weakness include

bull Clear cut rules that have been explicitly taught and practiced

bull Lots of adult-directed activity

less kid-directed activity

bull Lots of adult supervision

bull Pick FEWER ACADEMIC battles bull (go lsquocore curriculumrsquo)

Neuropsychological fact 1 When individuals engage in any act of self-control they become depleted and have less self-control available for subsequent acts of self-regulation (Baumeister et al 2007)

Neuropsychological fact 2 Self-regulatory systems can be lsquorechargedrsquo by putting people in a positive mood (happiness relaxation etc)

Goodness of fit Recharge depleted self-regulatory systems

Good deeds change brains

Some research has shown that thinking about some elsersquos problems lights up the same part of the brain that gets activated when we reflect on our own while compassion registers in the brainrsquos pleasures zones

And in the same way that it pays to eat broccoli several times a week research suggests that yoursquoll be healthier and happier after offering up regular servings of compassion Some studies suggest that five acts of altruism a week can substantially improve mood

theglobeandmailcom

On a neurological level it is far better to give than receive

IMPLICATIONS FOR TEACHERS AND SCHOOL-BASED CLINICIANS

Reappraisal Help kids learn to recognize and change their distortedunrealistic thinking

Classic cognitive distortions

bull All or nothing thinkingbull Overgeneralizationbull Catastrophizingbull Disqualifying the positive

Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRACTION

Self-distraction is among the commonly used coping strategies among adults

Kids can also be taught this skill to help them

1 Delay gratification2 Cope with frustration3 Avoid or cope with

anxiety

Irsquoll think about that

tomorrow

Teachers can and should explicitly teach this

Teaching

Teaching Self-Regulation

Modeling and having kids practice the power of

SELF-TALK

Start with demystificationBefore demystification Why does everybody hate me all the time

Why do I freak out so easily and piss everyone off

After demystification You mean Irsquom not a horrible jerk I just get angrier easier than other kids and need to learn to control this better

Teaching Self-DistractionTeacher should model via role play and lsquothink aloudsrsquo how to

Cope with the annoying behavior of others

Cope withset aside bothersome thoughts

Cope withset aside self-defeating emotions

The lsquoZIPPERrsquo strategy for avoidingmanaging conflict

Z ndash Zip Your mouth Stop and take a deep breath

I ndash Identify the problem What do I need Whatrsquos the problem

P ndash Pause Take a moment to calm down before doing anything

P ndash Put yourself in charge Take control of my actions

E ndash Explore choices What could I do (Eg walk away change the subject take a deep breath ask an adult for help etc)

R ndash Reset Pick an option

Bad to better or bad to worseBad thing

happens to kid

The CHOICE ZONE

Choice made things bad to better

Choice made things bad to worse

For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help

Thatrsquos it

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Neuropsychological fact 1 When individuals engage in any act of self-control they become depleted and have less self-control available for subsequent acts of self-regulation (Baumeister et al 2007)

Neuropsychological fact 2 Self-regulatory systems can be lsquorechargedrsquo by putting people in a positive mood (happiness relaxation etc)

Goodness of fit Recharge depleted self-regulatory systems

Good deeds change brains

Some research has shown that thinking about some elsersquos problems lights up the same part of the brain that gets activated when we reflect on our own while compassion registers in the brainrsquos pleasures zones

And in the same way that it pays to eat broccoli several times a week research suggests that yoursquoll be healthier and happier after offering up regular servings of compassion Some studies suggest that five acts of altruism a week can substantially improve mood

theglobeandmailcom

On a neurological level it is far better to give than receive

IMPLICATIONS FOR TEACHERS AND SCHOOL-BASED CLINICIANS

Reappraisal Help kids learn to recognize and change their distortedunrealistic thinking

Classic cognitive distortions

bull All or nothing thinkingbull Overgeneralizationbull Catastrophizingbull Disqualifying the positive

Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRACTION

Self-distraction is among the commonly used coping strategies among adults

Kids can also be taught this skill to help them

1 Delay gratification2 Cope with frustration3 Avoid or cope with

anxiety

Irsquoll think about that

tomorrow

Teachers can and should explicitly teach this

Teaching

Teaching Self-Regulation

Modeling and having kids practice the power of

SELF-TALK

Start with demystificationBefore demystification Why does everybody hate me all the time

Why do I freak out so easily and piss everyone off

After demystification You mean Irsquom not a horrible jerk I just get angrier easier than other kids and need to learn to control this better

Teaching Self-DistractionTeacher should model via role play and lsquothink aloudsrsquo how to

Cope with the annoying behavior of others

Cope withset aside bothersome thoughts

Cope withset aside self-defeating emotions

The lsquoZIPPERrsquo strategy for avoidingmanaging conflict

Z ndash Zip Your mouth Stop and take a deep breath

I ndash Identify the problem What do I need Whatrsquos the problem

P ndash Pause Take a moment to calm down before doing anything

P ndash Put yourself in charge Take control of my actions

E ndash Explore choices What could I do (Eg walk away change the subject take a deep breath ask an adult for help etc)

R ndash Reset Pick an option

Bad to better or bad to worseBad thing

happens to kid

The CHOICE ZONE

Choice made things bad to better

Choice made things bad to worse

For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help

Thatrsquos it

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Good deeds change brains

Some research has shown that thinking about some elsersquos problems lights up the same part of the brain that gets activated when we reflect on our own while compassion registers in the brainrsquos pleasures zones

And in the same way that it pays to eat broccoli several times a week research suggests that yoursquoll be healthier and happier after offering up regular servings of compassion Some studies suggest that five acts of altruism a week can substantially improve mood

theglobeandmailcom

On a neurological level it is far better to give than receive

IMPLICATIONS FOR TEACHERS AND SCHOOL-BASED CLINICIANS

Reappraisal Help kids learn to recognize and change their distortedunrealistic thinking

Classic cognitive distortions

bull All or nothing thinkingbull Overgeneralizationbull Catastrophizingbull Disqualifying the positive

Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRACTION

Self-distraction is among the commonly used coping strategies among adults

Kids can also be taught this skill to help them

1 Delay gratification2 Cope with frustration3 Avoid or cope with

anxiety

Irsquoll think about that

tomorrow

Teachers can and should explicitly teach this

Teaching

Teaching Self-Regulation

Modeling and having kids practice the power of

SELF-TALK

Start with demystificationBefore demystification Why does everybody hate me all the time

Why do I freak out so easily and piss everyone off

After demystification You mean Irsquom not a horrible jerk I just get angrier easier than other kids and need to learn to control this better

Teaching Self-DistractionTeacher should model via role play and lsquothink aloudsrsquo how to

Cope with the annoying behavior of others

Cope withset aside bothersome thoughts

Cope withset aside self-defeating emotions

The lsquoZIPPERrsquo strategy for avoidingmanaging conflict

Z ndash Zip Your mouth Stop and take a deep breath

I ndash Identify the problem What do I need Whatrsquos the problem

P ndash Pause Take a moment to calm down before doing anything

P ndash Put yourself in charge Take control of my actions

E ndash Explore choices What could I do (Eg walk away change the subject take a deep breath ask an adult for help etc)

R ndash Reset Pick an option

Bad to better or bad to worseBad thing

happens to kid

The CHOICE ZONE

Choice made things bad to better

Choice made things bad to worse

For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help

Thatrsquos it

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Reappraisal Help kids learn to recognize and change their distortedunrealistic thinking

Classic cognitive distortions

bull All or nothing thinkingbull Overgeneralizationbull Catastrophizingbull Disqualifying the positive

Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRACTION

Self-distraction is among the commonly used coping strategies among adults

Kids can also be taught this skill to help them

1 Delay gratification2 Cope with frustration3 Avoid or cope with

anxiety

Irsquoll think about that

tomorrow

Teachers can and should explicitly teach this

Teaching

Teaching Self-Regulation

Modeling and having kids practice the power of

SELF-TALK

Start with demystificationBefore demystification Why does everybody hate me all the time

Why do I freak out so easily and piss everyone off

After demystification You mean Irsquom not a horrible jerk I just get angrier easier than other kids and need to learn to control this better

Teaching Self-DistractionTeacher should model via role play and lsquothink aloudsrsquo how to

Cope with the annoying behavior of others

Cope withset aside bothersome thoughts

Cope withset aside self-defeating emotions

The lsquoZIPPERrsquo strategy for avoidingmanaging conflict

Z ndash Zip Your mouth Stop and take a deep breath

I ndash Identify the problem What do I need Whatrsquos the problem

P ndash Pause Take a moment to calm down before doing anything

P ndash Put yourself in charge Take control of my actions

E ndash Explore choices What could I do (Eg walk away change the subject take a deep breath ask an adult for help etc)

R ndash Reset Pick an option

Bad to better or bad to worseBad thing

happens to kid

The CHOICE ZONE

Choice made things bad to better

Choice made things bad to worse

For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help

Thatrsquos it

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRACTION

Self-distraction is among the commonly used coping strategies among adults

Kids can also be taught this skill to help them

1 Delay gratification2 Cope with frustration3 Avoid or cope with

anxiety

Irsquoll think about that

tomorrow

Teachers can and should explicitly teach this

Teaching

Teaching Self-Regulation

Modeling and having kids practice the power of

SELF-TALK

Start with demystificationBefore demystification Why does everybody hate me all the time

Why do I freak out so easily and piss everyone off

After demystification You mean Irsquom not a horrible jerk I just get angrier easier than other kids and need to learn to control this better

Teaching Self-DistractionTeacher should model via role play and lsquothink aloudsrsquo how to

Cope with the annoying behavior of others

Cope withset aside bothersome thoughts

Cope withset aside self-defeating emotions

The lsquoZIPPERrsquo strategy for avoidingmanaging conflict

Z ndash Zip Your mouth Stop and take a deep breath

I ndash Identify the problem What do I need Whatrsquos the problem

P ndash Pause Take a moment to calm down before doing anything

P ndash Put yourself in charge Take control of my actions

E ndash Explore choices What could I do (Eg walk away change the subject take a deep breath ask an adult for help etc)

R ndash Reset Pick an option

Bad to better or bad to worseBad thing

happens to kid

The CHOICE ZONE

Choice made things bad to better

Choice made things bad to worse

For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help

Thatrsquos it

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Teaching

Teaching Self-Regulation

Modeling and having kids practice the power of

SELF-TALK

Start with demystificationBefore demystification Why does everybody hate me all the time

Why do I freak out so easily and piss everyone off

After demystification You mean Irsquom not a horrible jerk I just get angrier easier than other kids and need to learn to control this better

Teaching Self-DistractionTeacher should model via role play and lsquothink aloudsrsquo how to

Cope with the annoying behavior of others

Cope withset aside bothersome thoughts

Cope withset aside self-defeating emotions

The lsquoZIPPERrsquo strategy for avoidingmanaging conflict

Z ndash Zip Your mouth Stop and take a deep breath

I ndash Identify the problem What do I need Whatrsquos the problem

P ndash Pause Take a moment to calm down before doing anything

P ndash Put yourself in charge Take control of my actions

E ndash Explore choices What could I do (Eg walk away change the subject take a deep breath ask an adult for help etc)

R ndash Reset Pick an option

Bad to better or bad to worseBad thing

happens to kid

The CHOICE ZONE

Choice made things bad to better

Choice made things bad to worse

For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help

Thatrsquos it

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Teaching Self-Regulation

Modeling and having kids practice the power of

SELF-TALK

Start with demystificationBefore demystification Why does everybody hate me all the time

Why do I freak out so easily and piss everyone off

After demystification You mean Irsquom not a horrible jerk I just get angrier easier than other kids and need to learn to control this better

Teaching Self-DistractionTeacher should model via role play and lsquothink aloudsrsquo how to

Cope with the annoying behavior of others

Cope withset aside bothersome thoughts

Cope withset aside self-defeating emotions

The lsquoZIPPERrsquo strategy for avoidingmanaging conflict

Z ndash Zip Your mouth Stop and take a deep breath

I ndash Identify the problem What do I need Whatrsquos the problem

P ndash Pause Take a moment to calm down before doing anything

P ndash Put yourself in charge Take control of my actions

E ndash Explore choices What could I do (Eg walk away change the subject take a deep breath ask an adult for help etc)

R ndash Reset Pick an option

Bad to better or bad to worseBad thing

happens to kid

The CHOICE ZONE

Choice made things bad to better

Choice made things bad to worse

For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help

Thatrsquos it

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Start with demystificationBefore demystification Why does everybody hate me all the time

Why do I freak out so easily and piss everyone off

After demystification You mean Irsquom not a horrible jerk I just get angrier easier than other kids and need to learn to control this better

Teaching Self-DistractionTeacher should model via role play and lsquothink aloudsrsquo how to

Cope with the annoying behavior of others

Cope withset aside bothersome thoughts

Cope withset aside self-defeating emotions

The lsquoZIPPERrsquo strategy for avoidingmanaging conflict

Z ndash Zip Your mouth Stop and take a deep breath

I ndash Identify the problem What do I need Whatrsquos the problem

P ndash Pause Take a moment to calm down before doing anything

P ndash Put yourself in charge Take control of my actions

E ndash Explore choices What could I do (Eg walk away change the subject take a deep breath ask an adult for help etc)

R ndash Reset Pick an option

Bad to better or bad to worseBad thing

happens to kid

The CHOICE ZONE

Choice made things bad to better

Choice made things bad to worse

For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help

Thatrsquos it

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Teaching Self-DistractionTeacher should model via role play and lsquothink aloudsrsquo how to

Cope with the annoying behavior of others

Cope withset aside bothersome thoughts

Cope withset aside self-defeating emotions

The lsquoZIPPERrsquo strategy for avoidingmanaging conflict

Z ndash Zip Your mouth Stop and take a deep breath

I ndash Identify the problem What do I need Whatrsquos the problem

P ndash Pause Take a moment to calm down before doing anything

P ndash Put yourself in charge Take control of my actions

E ndash Explore choices What could I do (Eg walk away change the subject take a deep breath ask an adult for help etc)

R ndash Reset Pick an option

Bad to better or bad to worseBad thing

happens to kid

The CHOICE ZONE

Choice made things bad to better

Choice made things bad to worse

For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help

Thatrsquos it

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

The lsquoZIPPERrsquo strategy for avoidingmanaging conflict

Z ndash Zip Your mouth Stop and take a deep breath

I ndash Identify the problem What do I need Whatrsquos the problem

P ndash Pause Take a moment to calm down before doing anything

P ndash Put yourself in charge Take control of my actions

E ndash Explore choices What could I do (Eg walk away change the subject take a deep breath ask an adult for help etc)

R ndash Reset Pick an option

Bad to better or bad to worseBad thing

happens to kid

The CHOICE ZONE

Choice made things bad to better

Choice made things bad to worse

For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help

Thatrsquos it

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Bad to better or bad to worseBad thing

happens to kid

The CHOICE ZONE

Choice made things bad to better

Choice made things bad to worse

For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help

Thatrsquos it

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

For kids heavily prone to amydala hijacks

Focus first and intensely on just getting them to stop and either walk away or get help

Thatrsquos it

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

For older kids focus the lsquochoice zonersquo thinking on

1 Goals (lsquoKeep your eyes on the prizersquo)

2 Realistic options that are meaningfulrelevant for them

What do you want

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Behavior Management Strategies for Kids with SR Weakness

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

96

Surrogate frontal lobe

Teacher coaching at the start of the day and then as necessary throughout the day can have profound impact on studentrsquos behavioral presentation

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Whatrsquos the worst way to respond to an amygdala hijack

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

98

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Responding effectively to lsquoamygdala hijacksrsquo

1 Approach low and slow

2 Stay nearby but say little (raging amygdale make lousy conversational partners )

3 First change the body than change the mind (or lsquofirst walk than talkrsquo)

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Manage the energy and frustration levels of kids with EFD by

Picking academic and social lsquobattlesrsquo very carefully

Teacher John I know yoursquore tired from the field trip and bus ride but the school day isnrsquot over for another hour and yoursquove got to write at least one paragraph on your field trip reflection sheet

John What Forget it ndash Irsquom not doing it Just give me a zero

Teacher Then I guess your choosing to stay with me after school today until you get it done Irsquom not fooling around with this

John $$ it I donrsquot care

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

101

Superflex takes on Rock Brain and the team of Unthinkables

SocialEmotional Skill Building Approaches for Kids With SR Weakness

Superflex

Social Stories

Comic Strip Conversations (AKA Thought Bubbles)

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Sample Comic Strip Conversation

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Social MentoringMentor (a school social worker pulling 10 year old Adam aside just before he enters the cafeteria) Okay buddy before you go in letrsquos just quickly touch base on what yoursquore going to work on in the cafeteria and at recess today

Adam (rolling his eyes and sighing heavily) I know I know Irsquom really going to try and eat neatly today not talk with my mouth open and grossing the other kids out with my food and stuff and at recess Irsquom going to stay really cool during four-square

Mentor And what have we talked about lsquocoolrsquo meaning for you

Adam Cool means not changing the rules and just accepting it when I get out and not getting all mad at the other kids I know Can I just go in and eat now Irsquom really hungry

Mentor Yes go and enjoy and donrsquot forget that Irsquoll be watching for a while today while yoursquore eating and playing Oh and Irsquom really proud of how well yoursquove been doing No office referrals in two weeks You rock

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Key Behavior Plan Elements

1 Specification of target behaviors (one or two tops )2 FBA (Hypotheses about the function of target

behaviors)3 Accommodations (to improve goodness of fit

between a child and his learningsocial environment)4 Skill building (training of replacement behaviors)5 Motivational elements (reinforcers and

consequences)

104

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

105

Pick one behavior at a time at one time of the day

bull Kids with EF deficits canrsquot change all problem behaviors at once

bull If calling out is a major problem than focus on hand raising first targeting the most problematic time of the day Than add other timessettings as the student is successful

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans

Individual Behavior Plans (AKA Positive Behavior Support Plans)

Letrsquos return to the case of

lsquoMean Maxrsquo

• Slide 1
• My Brain Made Me Do It
• Slide 3
• Slide 4
• Slide 5
• Meet lsquoMean Maxrsquo
• lsquoDescartesrsquo Errorrsquo (Damasio 1996)
• Slide 8
• Slide 9
• Slide 10
• Itrsquos time to put aside Descartesrsquo error
• Slide 12
• Slide 13
• Social Cognition
• Bandurarsquos Social Cognitive Theory
• Social Cognitive Theory (SCT) requires educators to
• Slide 17
• Development of Social Cognitive Skill
• Slide 19
• Emotion
• AKA
• Slide 22
• The Cortical Hemispheres and Emotion
• Slide 24
• Left hemisphere lesions more associated with crying depressio
• The brain bottom to top Luriarsquos three functional blocks
• Slide 27
• Slide 28
• Under- vs Over-Arousal of the Cortex Implications for SocialE
• Slide 30
• Slide 31
• Pre-frontal Lobe The portion of the brain that distinguishes u
• Implications of frontal lobe injury
• Children born with (or who develop) problems in either the pref
• Slide 35
• Frontal Lobe Specifics (Adapted from Hale amp Fiorello 2004)
• Slide 37
• Your Turn
• Anterior Cingulate Cortex
• Consider the following scenario
• Impact of specific EFrsquos on behavior (Part I)
• Impact of specific EFrsquos on behavior (Part II)
• To appreciate othersrsquo perspectives we must
• Impulse Control Deficits amp Social Functioning
• And now the primary source of emotional sturm and drang
• The amygdala Our primary source of
• All roads lead to the amygdala
• Cortical Pathway (high and slow) vs the Thalamic Pathway (low
• Daniel Goleman High and Low Road Emotional Processing
• The lsquobalance of powerrsquo between the Orbital PFC and Amygdala
• Amygdala Hijack
• Whorsquos got the power
• Manifestations of lsquoLow Roadrsquo Emotional Processing
• Itrsquos helpful to think of these kids as being in a lsquocognitive wh
• Slide 55
• An essential biological basis of fear
• Emotional Learning (Sousa 2009)
• Amygdale and Reactivity (Feifer 2009 p 40)
• Kids with anxiety disorders tend to
• Anxiety and Depression on a Celluar Level
• Slide 61
• Slide 62
• Slide 63
• Part 4 Preventing Problems and Building SocialEmotional Regul
• An essential fact with which to start the afternoon
• Slide 66
• Overarching Strategy Motto for the Afternoon Session
• An second essential fact with which to start the afternoon
• Kaufmanrsquos observation after 25 years in the business
• Slide 70
• How PBIS Works
• Pills amp Skills How psychostimulant medications work
• Prevention 1 Build all studentsrsquo socialemotional literacy
• Emotional LiteracyIntelligence Improves Academic Performance
• ICPS (I Can Problem Solve) Myrna Shure PhD
• Silly Skit Example
• Open Circle (Wellesley Centers for Women)
• PATHS Curriculum (Prevention Research Center for the Promotion
• Second Step
• Prevention 2 It all starts with
• Ross Greenersquos ALSUP
• Best social environments for kids with regulation weakness incl
• Goodness of fit Recharge depleted self-regulatory systems
• Good deeds change brains
• Reappraisal Help kids learn to recognize and change their dist
• Teaching anxious and easily angered kids PURPOSEFUL SELF-DISTRA
• Slide 87
• Teaching Self-Regulation
• Start with demystification
• Teaching Self-Distraction
• The lsquoZIPPERrsquo strategy for avoidingmanaging conflict
• Bad to better or bad to worse
• For kids heavily prone to amydala hijacks
• For older kids focus the lsquochoice zonersquo thinking on
• Slide 95
• Slide 96
• Whatrsquos the worst way to respond to an amygdala hijack
• Slide 98
• Responding effectively to lsquoamygdala hijacksrsquo
• Manage the energy and frustration levels of kids with EFD by
• Slide 101
• Slide 102
• Social Mentoring
• Key Behavior Plan Elements
• Pick one behavior at a time at one time of the day
• Individual Behavior Plans (AKA Positive Behavior Support Plans