Empowering Your Team to Support Executive Functioning Across All Settings скачать в хорошем качестве

Empowering Your Team to Support Executive Functioning Across All Settings

Now, it’s time to shift gears and talk about how to create a comprehensive plan that empowers you to provide direct intervention, while also ensuring that executive functioning support is happening outside of therapy rooms or intensive instructional settings. A powerful way to tie everything together is by incorporating Anita Archer and Charles Hughes’ explicit instruction model. This framework works seamlessly with the 3 Essential Executive Functioning Intervention Components: Priming, Real-Life Practice, and Review/Evaluation. When combined, these frameworks can provide a well-rounded, effective approach to supporting students' executive functioning across all environments. In today’s video, I break down how to use these two frameworks together. Here’s a quick look at the core components of explicit instruction: 1. I Do (Modeling): In this phase, the teacher or therapist demonstrates exactly how to approach a task. You walk students through the process step-by-step, showing them what success looks like. This is the perfect time to model techniques like self-talk for self-regulation or future planning, or even how to improve time perception. 2. We Do (Guided Practice): Once the skill has been modeled, students practice it with support. This is where you guide students through the task, encouraging them to use self-talk, stay on track with time, or problem-solve. The key here is to provide just enough support to keep them moving in the right direction, without making them overly reliant on prompts. 3. You Do (Independent Practice): Now it’s time for students to take the lead. They apply the skills independently, with minimal support from adults. This is where the magic happens—they are able to demonstrate their newfound skills with confidence and independence! In the video, I walk you through how you can apply this framework in both daily tasks (like staying organized or managing routines) and more challenging academic tasks (such as writing assignments). I also discuss why it’s crucial to avoid creating a false sense of urgency, which can add unnecessary stress for students. Plus, I address some tough questions, like: ...When is it best to use structured, explicit instruction, and when should students figure things out on their own? ...How do you support students who need an adult right next to them to get work done? ...How can we provide enough support for students without making them dependent on prompts? Whether your team is supporting students in the classroom, during independent tasks, or in direct interventions, this framework will help build students’ ability to manage tasks and become more independent in their day-to-day activities. I’m excited for you to dive into the video and see how you can apply these strategies with your team. You can learn more about how to support students' executive functioning on my website at drkarenspeech.com or drkarendudekbrannan.com.