By: Madeline Kaleel
I’ve spoken on this blog before about executive functioning, or the mental processes that allow for the control of behavior. Executive functions encompass decision making and behavior regulation skills, and difficulty with these functions can inhibit your ability to set goals, organize, self-monitor, or regulate your emotions. So, when you notice that your child, or even you, are struggling with executive functioning, what can you do?
That’s where the metacognitive process comes in. Metacognition, sometimes described as “thinking about thinking”, is the ability to step back and take a “bird’s eye view” of yourself and what you’re doing, developing self-awareness of what problem-solving strategies work for you, and which ones don’t. The metacognitive process, or cycle, involves three stages to coach you or your child through in order to improve their self-awareness and ultimately their executive functioning: Self-Monitoring, Self-Evaluating, and Self-Regulation.
To walk through what this cycle looks like, let’s consider the case of Ashley. Ashley is a new sixth-grade student that has been struggling with keeping up to date on her math homework. She often doesn’t turn assignments in, and when she does, they’re usually incomplete. How can we use the metacognitive cycle to help her?
Self-Monitoring is referred to as the observing stage, where you ask yourself “what am I doing?”. Taking a step back, you look at the strategies you’re trying to use, how you’re going to use it, and you make sure you’re following the plan. In Ashley’s case, she uses an academic planner in order to keep up with her homework. She writes down her assignments and tries to remember to check it daily to make sure everything has been completed.
Self-Evaluating is the judging stage, where you ask yourself “how am I doing?”. After utilizing a strategy or technique for some time, you look at your performance and outcomes and judge how well it worked. This could be as specific as looking at a grade for a specific assignment, or as broad as your grade for the semester. For Ashley, she looked at her math grade and realized she was not doing well. Even using the planner, most of her assignments are still missing, and her overall math grade is suffering as a result.
Self-Regulating is the modifying stage, where you ask yourself “what do I need to change?”. If you had poor outcomes during the self-evaluating stage, this is where you change your strategy to something more effective. Sometimes that means the strategy didn’t fit well with the environment, the task, or the person using it. However, you could also discover that your strategy resulted in increased performance and no change is necessary. Ashley reflected on different ways of tracking her homework, and decided to try using her Google calendar instead, as well as set reminders specifically for her math homework.
After the self-regulating phase, the cycle continues back to self-monitoring. By coaching your child through these steps, you ultimately increase their self-awareness and metacognition skills to a point where, in the future, they can coach themselves through the cycle. If you’re wondering how coaching them through the cycle works, check out Peg Dawson and Richard Guare’s books Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention and Coaching Students with Executive Skills Deficits.
By: Madeline Kaleel
Sometimes referred to as cognitive controls, executive functions are mental processes that allow for the control of behavior. These controls range from basic to higher order, with higher order executive functioning requiring the use of two or more of the basic skills. Basic executive functions include attentional control (concentration), inhibitory control (self-control), working memory, and cognitive flexibility. Higher order executive functions, such as planning, organization, and fluid intelligence, require an individual to use multiple basic executive functions simultaneously. Sometimes described as “the CEO of the brain”, these functions allow us to set goals, organize, self-monitor, and overall get things done.
We aren’t born with these abilities, however. Executive functions are something that gradually develop and change over time, and they can be improved on at any point in your life. While growth in these areas typically comes about naturally through aging and experience, those with executive functioning issues may find one or more of these basic functions challenging. Executive functioning issues are not a diagnosis in and of itself, but it’s a common problem for those diagnosed with ADHD, a specific learning disability, or other learning and attention issues.
So how can I tell if my child is struggling with executive functioning?
Executive functioning issues present themselves different in each person. Kids may struggle with only one or two of the functions, while others may find all areas difficult. Similarly, different issues will present themselves at different points in life; the functions that a kid in elementary school struggles with are different than ones a high-schooler. Here are some possible signs that kids struggling with executive functioning may present:
My child shows one or more of these signs, how can I help?
There are countless online resources and activities that you can use to help your child improve their executive functioning skills and succeed in life and school. It’s important to work with your child and learn which areas they need to focus on and what best helps them. If your child needs extra help, it could be beneficial to enroll them in courses or psycho-educational group to get more in-depth training and attention.
By Emily Kircher-Morris, LPC
'Tis the season to rack your brain for gift ideas for some of those hard-to-buy-for family and friends. One of the hardest among these is your child's teacher. As parents, we don't really always know the teachers personally enough to get them something they really want. So goes the annual search for a gift that is unique (yet general enough that any teacher would like it) and in the right price range (somewhere between $5 Starbucks gift card and a full spa day).
I used to be a teacher and a school counselor. Gift cards are always easy and appreciated but sometimes feel impersonal. Snacks are hard because some teachers don't eat gluten or sugar or coffee or chocolate (What????). Knick knacks and ornaments are tough because, eventually, there just isn't enough space to keep them.
So - don't spill the beans to my kids' teachers yet - but here is what they are getting for Christmas this year: I'm giving each of them a gift basket filled with fidgets for their classrooms.
Research is showing that more and more students learn better when their psychomotor needs are met. Especially for children with ADHD and other sensory needs, a small, unobtrusive fidget actually can help them focus better than without because it stimulates the small portion of the brain that needs a distraction so the other 95% of the brain can focus on the lesson. Adults need this, too; when I provide professional development, I bring baskets of fidgets, Play-Doh, markers, and candy to fill that sensorimotor need.
Now, don't worry. I'm not going to stockpile my child's classroom with a full set of fidget spinners. (I know teachers who've had nightmares about out-of-control fidget spinner mutinies in their classrooms!) When I *teach* kids how to use fidgets appropriately (yes, kids need to be taught how to use fidgets to improve their focus), we have a few rules. The fidget cannot distract others, either visually or by making noise, and the person using the fidget needs to be able to maintain eye contact with the person who is speaking or teaching the lesson.
Here are some of my favorite fidgets that I'll be giving my kids' teachers this holiday season. I've bought and tried all of these items and have them at my home and office.
These little tangles are a classic fidget that kids love. They twist and coil and wrap. The one downside is that some kids like to pull them apart and put them back together, which can be distracting in the classroom.
This is perfect for those kids who are always tipping their chairs. Simply wrap this exercise style band around the bottom two legs of a classroom chair for kids to use for counter pressure for their legs. Bonus: It won't result in falling over backwards!
Fun little fidget rings roll up and down a thumb or finger with minimal distraction or noise. They provide some pressure - kind of like a little massage for your finger!
File this under "Why Didn't I Think of That?" This little mesh tube that kind of looks like a little Chinese finger trap has a marble trapped inside. Squeeze the marble back and forth to engage kids without distracting others.
Another style of fidget ring, instead of rolling vertically on the finger, it rolls around the finger. The smooth roll this fidget provides is surprisingly calming and satisfying. Again, it is small and won't be distracting to other kids!
Another great option for the child who has a hard time staying still in his or her seat. These wobble seats take just enough effort for kids to stay stabilized so their wiggling isn't a distraction to themselves or others.
(BTW - These are Amazon Affiliate links. If you opt to purchase through this link, a small portion of your purchase price will be donated to the Gifted Support Network 501(c)(3) nonprofit in St. Charles, MO.)
By Emily Kircher-Morris, LPC
If I had a dime for every time a child or student told me that they were bored or that something was boring, I'd have enough money for a boring trip to Mexico with my husband. (Wouldn't boring be absolutely wonderful? When did my life go from abhorring boredom to it becoming a life goal? Anyway, I digress...)
What I've found through many conversations with children, teens, and parents is that the phrase "I'm bored," or, "This is boring," often doesn't mean what it seems.
Here is a handy guide for parents and teachers to understand the possible alternative meanings to complaints of boredom.
"I don't have anything to do." Self-regulation is an executive functioning skill and this skill develops based on a child's maturity level. A child may have a million toys, a trillion games, and three-quarters of a ton of arts and crafts supplies. But, thinking about available options, prioritizing which seems the most interesting, and initiating the task are directly related to executive functioning skills and a child may need some ways to help figure out what they want to do. Creating a "menu" of options from which a child can choose or creating a "grab bag" with ideas of activities listed on individual pieces of paper can help take the decision-making out of the choice.
"This isn't fun." Helping to clean the house typically isn't exactly a thrill a minute. However, if a child is busy and engaged, they aren't typically "bored." When a child complains of boredom in a school setting because a task isn't fun, parents may misinterpret it as the child saying they aren't challenged. Unfortunately, some academic tasks simply aren't all that fun, no matter what the teacher tries. Perseverance through a task that isn't fun but is necessary isn't easy for adults; helping children focus on the benefits of the outcome and monitoring their progress can help them to build this skill.
"This isn't challenging enough." When a child fails to complete schoolwork and complains of being bored in class, it is possible that the work isn't challenging enough. (I should note, though, that many times the complaint is more closely related to one of the two reasons listed above.) This can go in two different directions: In one situation, the child begins acting out and getting in trouble. In the second situation, the child politely sits and completes work, compliant, bored, and not learning. Advocating for your child with the teacher for appropriate work is a necessary step for parents to take if this is the case.
"This is too hard." The flip side of not being challenging enough is when a child finds a task too difficult. Sometimes a child doesn't even realize that they don't understand; they just know they don't want to attempt the task. When investigating the root cause of the "I'm bored" refrain, ask the child to restate to the task they are supposed to complete. If they are unable to explain, further instruction, modified requirements, or other accommodations may be appropriate.
"I'm lonely." Parenting the child who needs to be with people can be exhausting. Suggestion after suggestion of activity may fall flat if a child is complaining of boredom because they are simply lonely. Recognize the child's need and dedicate time to "fill their bucket" with undivided attention. Negotiate with siblings who may prefer more alone time to engage with the brother or sister who thrives on attention.
"I'm generally unhappy and don't know how to fix it." Sometimes kids just aren't happy. They often lack the emotional vocabulary to share how they are really feeling. Perhaps they are feeling worried, defeated, or excluded. "I'm bored" becomes a catchall for these uncomfortable feelings. Digging deeper to see what other emotions are beneath the boredom is key. It is also important to note that children and teens can be susceptible to depression and a child who is frequently uninterested in activities that at one time were engaging can be a warning sign that the child is depressed.
"Nothing seems interesting." And finally, when all other options are exhausted, boredom may just be boredeom. Although there are options, none of them seem enticing. My Aunt Francine use to tell us, with unimpressed frankness, "You're not bored; you're boring." The lesson she was hoping to teach is that boredom is easily vanquished with a little creativity and imagination. Teaching kids ways to play with situations in their minds and amuse themselves in boring situations is an excellent skill to learn.