Assistive Technology To Support Executive Functioning

1. Assistive Technology To Support Executive Functioning Rachel Kruzel, ATP MNAHEAD Conference Friday, June 7th, 2019 – 2:00-3:00pm

2. Our Ask… We ask you join us in creating a culture of • Access • Inclusion • Civility, and • Respect …this week and in all aspects of our organization

3. Silence Your Cell Please be respectful of your colleagues by silencing your phone. If you need to answer a call, please go into the hallway.

4. Session Evaluation Your evaluation and feedback is important to us!!! Please see session moderator for paper evaluation form or complete the evaluation online.

5. Agenda and Learning Outcomes • What is Thomas Brown’s Model of Executive Function? • Why is process so important when working with assistive technology? • What process questions connect with each of the six areas of Brown’s Model when it comes to assistive technology selection? • What assistive technology will benefit a student with impacts in each of Brown’s six areas?

6. Thanks and Gratitude to Todd Thanks Todd! • Director of EdTech Integration at Groves Academy in St. Louis Park, MN (K-12 School for students with Learning Disabilities) • AT Specialist at the core • Frequently collaborate on this session together and was originally his presentation

7. What are Executive Functions?

8. Executive Functions Definition Executive Function is an umbrella term for cognitive processes that regulate, control, and manage other cognitive processes such as planning, working memory, attention, problem solving, verbal reasoning, inhibition, mental flexibility, task switching, and initiation and monitoring of activities.

9. Impacts of Executive Functioning • Executive Functioning allows us to get things done! • Helps or hinders us from being productive • Executive functioning are the cognitive processes that allow us to be productive • People who struggle with Executive Functioning feel less successful and have to work harder to get the same results as their peers without Executive Functioning impacts

10. Executive Functioning a Disability? • Executive Functioning is not a disability in and of itself, but is instead impacted by many disabilities • ADHD • Learning Disabilities • Mental Health – Anxiety, Depression, and others • Autism Spectrum Disorder • Spend a few minutes on the front end supporting a student or a longer amount of time later when a student is in crisis

11. Thomas Brown’s Model of Executive Function

12. Executive Function Issues • Executive Function is assumed by age 7 • We often do not explicitly teach Executive Function skills in the classroom • Executive Function hurdles are strewn throughout the day • Positive assumptions that are not met can lead to negative assumptions that are not true

13. Executive Function Assumptions Many times we assume things about our students: • They’re so neat and organized • Finished is turned in • It’s written in the planner so it will be done • They don’t care at all • They are so… • Lazy • Scattered • Definant

14. How Can We Help? • Patience and a non-judgmental attitude • Build a consistent routine • Teach/model solid organizational and work skills • Find the tools that will make the difference • Activation - Organizing, prioritizing, and activating to work • Focus - Focusing, Sustaining, and shifting attention to tasks • Effort - Regulating alertness, sustaining effort, and processing speed • Emotion - Managing frustration and modulating emotions • Memory - Utilizing working memory and accessing recall • Action - Monitoring and self-regulating action

15. What Is Assistive Technology?

16. Assistive Technology Definition Sec. 300.5 Assistive technology device. Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device. (added in 2004) - from IDEA 2004 (http://idea.ed.gov) A system of no-tech, low-tech, or high-tech tools and strategies that match a person's needs, abilities, and tasks and that facilitates academic performance • NSNET: http://www.nsnet.org/atc/tools/atech.html

17. Assistive Technology Definition Highlighted Sec. 300.5 Assistive technology device. Assistive technology device means any item, piece of equipment, or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of a child with a disability. The term does not include a medical device that is surgically implanted, or the replacement of such device. (added in 2004) -from IDEA 2004 (http://idea.ed.gov) A system of no-tech, low-tech, or high-tech tools and strategies that match a person's needs, abilities, and tasks and that facilitates academic performance • NSNET: http://www.nsnet.org/atc/tools/atech.html

18. Low Tech vs. High Tech • Continuum of Low to High Tech • Low Tech: less training, less expensive, not complex, no mechanical features • High Tech: complex features, electronic or battery operated, more training, higher cost • High Tech is not better than Low Tech • Low Tech doesn’t rely on power • Electronics can fail • Complexity may be too complex for someone • Camping in the woods

19. Low Tech • Low Tech: • Post-it notes, Highlights, Handheld Magnifiers, Pencil Grips, Large Print Text, Canes, Walkers, Reachers or Grabbers, Color Overlays

20. High Tech • High Tech: • Computer Software, AAC System, Electronic Textbooks, Text-to-Speech Software, Alternative Mouse or Keyboard

21. The Importance of Process • AT will not solve any problems on its own • Without a solid process, Assistive Technology will not be beneficial, and students cannot reach their potential • All involved with this student must be engaged in the process • The process must be taught to and modeled for the student • Looking at the process as a series of questions and tools for assistance in that process. • If you don’t know what the process (questions) are, the tools will not be useful that you implement. • May have to create external versions of internal processes, systems, and monitors.

22. Outside Influences • What outside influences might be impacting students and hence, impacting their Executive Functioning? • Hunger and thirst/ food insecurity • Housing insecurity • Lack of sleep • Hormones/other medical situations • Relationships • Forgotten materials • Excitement about things (vacation, holidays) • Intersectionality of other identities 

23. Analogy to the Steps of Writing • Plan and Outline • Brainstorm ideas • Create Web using Brainstorming • Create an Outline using the Web • Draft • Convert Outline into Sentences • Write Transitional Sentences • Revise and Edit • Use Reader Program to Proofread the Draft • Have Another Person Read and Edit the Draft • Repeat Revise and Edit Process • Produce a Final Copy • Typed with Spacing as Required by the Teacher • Turn It In

24. Qcard – Homework and Presenting to a Group

25. Deciding on Assistive Technology • Use the SETT Process developed by Joy Zabala to help decide on which technology we should use for each student/user • (S) Student • Who are they? What have the used before? Strengths? Weaknesses? What is their disability and what are the impacts of the disability? • (E) Environment • Where are they doing the work – physical, digital environment, technology they are using • (T) Task • What is the student or user trying to do? Be specific! • (T) Tools • What tool is going to best fit the needs above

26. Breaking Down Brown’s Model With Assistive Technology Tools to Support

27. Can Executive Functioning Skills Be Taught? • Skills can be built and developed like any other skill in life • Brain scanning and imaging shows us this • Over time, with practice, modeling and use, new neural pathways will be built in the frontal lobe of the brain • The old neural pathways will  slowly "die out" or be less visible on the brain scans • Takes weeks, months and years

28. Breaking DownThomas Brown’s Model of Executive Function

29. Activating Organizing, Prioritizing, and Activating Work

30. Activation – Organizing, Prioritizing, and Activating Work Process • What will it take to finish this project? • How long should each step take? • What tools will I need for each step? • Which steps should I do first? • When does each step need to be completed to stay on track? • What barriers could get in my way? Tools • Color Coding • Duplicate materials • Cloud based storage • Graphic Organizer • File Management • Notes organization • Task Manager/Planner • Calendar • False Deadlines • Filtering emails/Conditions in email

31. Color Coding/Strategic HighlightingDifferent Colors Mean Different Things Low Tech: Highlighters or Colored Pens in books, planners, etc. High Tech: Electronic Highlighting in: • Kurzweil • Read & Write/Read & Write for Google • Voice Dream Reader • Color Coding Events in Calendar

32. Graphic Organizers • Graphically Map Out Thoughts, Tasks, Projects and Papers • Mind Mapping, Brainstorming Tools, Graphic Organizers, Visual Mapping, Graphical Representation Examples: • Inspiration • Kurzweil 3000 • iOS Apps: • Mind Meister • Popplet • Ideament • Inspiration Maps • Xmind

33. File Management • Organization of files into categories or outline format • Organize by year, topic, class, assignment, etc.

34. Notes Organization • Organizing notes while you are taking it makes for easier studying later • Not word for word notes but main points and summaries • IN YOUR OWN WORDS!! Examples: • Cornell Notes (low tech) • Sonocent Audio Notetaker • LivescribeSmartpen (Echo & Aegir) • Noteability • One Note • Evernote • Clipping Tool

35. Cornell – 2 Column Notes

36. Calendar • Dates, Time, Events • Schedule days out hour by hour • Fit in class time, homework time, sports, activities, and, don’t forget…Fun Time! • Use Color Coding (another low tech tool talked about earlier) • Tie use to an action completed daily –example:  brushing your teeth Examples: • Paper Planner (low tech) • Google Calendar or Microsoft Calendar (high tech and Duplicating Materials/Cloud Based Storage) (high tech) • Many other electronic calendar programs to list • Use color coding, notes with any of these tools (other Activation Tool)

37. Planner

38. Google/Microsoft/Electronic Calednar

39. Task Management/Planner • Keeps track of tasks, assignments, classes, exams • Checklists, to-do lists • School, Work, personal, professional, family lists Examples: • MinamaList • My Study Life • ToDoist • inClass • Priority Matrix • Google Keep • Remember the Milk • MyHomework

40. False Deadlines • Very important skill! • One of the most important shown today! • Backtrack due dates with smaller projects • Breaks down task to manageable pieces • Lowers stress and anxiety with large projects • Give deadlines to achieve and stick to • Think of the process, the steps, and what questions you need to ask to get the task done Example: Research Project Calculator

41. Filtering Emails/Conditions • Make email work for you • Many tools built into email to help you stay organized and to focus • Put filters on the email coming in (categorize, put into folders automatically) • Conditioning allows you to do things like bold or color code emails from certain senders  • Helps user focus on important information and stay more organized

42. Focusing Focusing, Sustaining, and Shifting Attention to Tasks

43. Focus – Focusing, Sustaining, and Shifting Attention to Tasks Process • What is important now? • What do I need to do this? • What should I put away? • What am I doing and what am I supposed to be doing? Tools • Simple space • Pleasant space • One task at a time • Take scheduled breaks • Timer • Motivation Tools

44. Simple Space/Pleasant Space • Organized, clean space vs. messy space • Organization can be a challenge with Executive Functioning • College – suggest working in library, coffee shop, study lounge, not dorm room • Dorm room is fun and sleeping space, not a conducive study space

45. Virtual Study Space • Distraction Free Space is Essential both physical and virtually • Cell Phones, Internet, Social Media Examples: • Do Not Disturb on iOS • Readability • Cold Turkey (Cold Turkey Writer) • Self Control • KeepMeOut • StayFocused • Write Room • Freedom • FocusWriter

46. One Task at a Time • What’s the Process to get this done? • What are the Steps I need to do to complete this? • Breaking down assignments • Create task list/to-do list for project • Similar to false deadlines • Work on Step 1 first, then Step 2 next Examples: • Priority Matrix • Scaffolding Assignments • False Deadline

47. Timers & Taking Scheduled Breaks • Useful for any type of task • Helps break hyper focused individuals as well • 4 hours of math but still have English to work on • Self-Time the length of time it takes to complete tasks Examples: • Pomodoro Timer • Time Timer • focus booster • 30/30 • MyTomatoes • TomatoTimer

48. Pomodoro Technique • Decide on task • Set time for 25 minutes • Short break for 5 minutes • Repeat • Every 4 Pomodoros take a longer break for 15-30 minutes • Sustains attention over time • Allows for a brain recharge with the longer break

49. Self-Timing of Tasks • Time yourself to gauge how long it takes you to complete a task • Break down larger assignments and track the time for each step • Is there an area you frequently trip up on? • Is there one part that always take the longest? • Does writing the thesis statement always take the longest? • Begin to have a more accurate sense of the time it takes you to do work • Better able to plan how long something takes in the future • Better understand if there is an area you struggle with more

50. Motivation • External tools to mimic internal processes • Same idea of star, stickers, rewards for behavior as kiddos Examples: • Written? Kitten! • Write or Die