EFs -Executive Functions resources - CPS , RDI

The collaborative problem solving approach addresses the many cognitive skills that a child may be lacking. When we solve problems in a collaborative way we promote executive functions, language processing skills, emotion regulation skills , social skills and cognitive flexibility. 

The RDI – relationship Development Intervention approach is very helpful in teaching kids EFs. Like CPS , EF skills are not taught directly but indirectly by being the ' guide by the side ' when engaging the child in different real life activities that require EF skills.

Here is a blog post   Executive Functions and RDI

Executive function Skills – from Thinkkids.org care givers handout 


These are the thinking skills, associated with the frontal lobe of the brain. They enable one to do the clear, organized, reflective thinking in the midst of frustration that is crucial for solving problems in an adaptive (non-impulsive) manner. The executive skills include:

• shifting cognitive set (the ability to shift gears, to make transitions in activities and thinking smoothly)

• organization and planning, and working memory (allow you to use hindsight and forethought to solve problems in a systematic fashion)

• separation of affect (the ability to put feelings on the shelf to get on with the clear thinking needed to solve problems)

When lacking, these children will have difficulty shifting from one activity to another. They will have difficulty anticipating problems. In the face of frustration, they will have difficulty staying calm enough to think clearly and will have difficulty sorting through different solutions to organize a coherent plan of action. 


Here are 2 check lists – the ALSUP Assessed Lacking Skills and unsolved problems from Dr Greene's site ' CPS – lives in the balance and a similar list from the TSI – thinking skills inventory from thinkkids.org – Dr Ablon



Dr Greene feels that categorizing the skills into executive functions etc gets in the way of focusing on the real problem , the concerns of the child and the underlying skill. It becomes a label , a diagnoses that get's in the way of helping kids. Too often , clinicians will try to promote executive functions independently of problems and the child's concerns. It is much better to work with the check list of the lacking skills together with unsolved problems. Dr Ablon reintroduced the categories at the request of parents in order to help them remember the various cognitive lacking skills. Separation of affect – putting emotions on the shelf – is now categorized by Dr Ablon under emotion regulation skills.



The various lacking cognitive skills may be found in nearly all childhood disorders and that is especially true for executive functions. So it is a bit silly to say if a kid has executive functions deficits he must have ADHD. This proves the CPS approach claim that diagnoses don't tell much and actually get into the way of a clear understanding of the underlying challenges of the child and the compatibility and responsiveness of the child's care givers.



http://www.livesinthebalance.org/sites/default/files/ALSUP%20Rev%2011-12-12%20pdf%20%282%29.pdf



From : Treating Explosive children - Executive functions 

  
Handling transitions, shifting from one mindset or task to another (shifting

cognitive set). 

Sticking with tasks requiring sustained attention (perseverance)

Doing things in a logical sequence or prescribed order (organization)

Reflecting on multiple thoughts or ideas simultaneously (working memory)

Maintaining focus for goal-directed activities (sustained attention / concentration)

Ignoring non-relevant stimuli (distractibility)

Thinking before responding, considering the likely outcomes or consequences of

actions, forecasting (reflective not impulsive thinking)

Considering a range of solutions to a problem 


We can  train kids to be  more organized, planful, intentional ( non-impulsive ) thinking when we use Plan B – taking perspectives and concerns, defining the problem , using hindsight to reflect on past solutions and their outcomes, foresight to predict likely outcomes of potential solutions , anticipating problems and proactively solving them .


Responding to changes in routines or demands to change cognitive sets from one set of rules and expectations and making transitions is a skill which relies also on the capacity to anticipate and predict the near future and thereby not being taken by surprise.


Pan B of CPS promotes executive functions as we work through unsolved problems. We can collaborate – not top down skills instruction – with the child to see how together we can formulate goals , make the day more predictable and organized –




see below resources – Sara Ward and Ann Epstein = intentional choice and planning. 



We can help kids make lists and schedules. This is also great because it gives them a sense of time and a wider time horizon. In the moment , a kid may feel that their needs are not being met , for eg not going to the swimming pool or a play date. When they check the week's schedule they are able to perceive the bigger picture. 


Supporting a kid's autonomy is very important for their development. Autonomy does not mean independence but rather interdependence. It means being in touch with your inner core values and making decisions which express your true self and not just a reaction against parents.


When a kid had made a list or schedule , we can ask ' what about brushing teeth , do you see any problems ' etc . We don't have to give orders or instructions to do things , because it is the list the kid made is creating his agenda.


In today's modern world with plenty of technology with which kids love to mediate the world we can make use of ' Assistive Technology - check my post on ' AT'


Here are some Resources

https://www.youtube.com/watch?v=qXXvqCp1Vu0   - new - interview with Sarah Ward 

here are some links - Sara Ward's pdf

http://www.executivefunctiontherapy.com/ 

Sara Ward has some ' amazing presentions ' here

http://www.abspedpac.org/Documents/Sarah_Ward_execfuncpres.pdf


http://home.comcast.net/~kskkight/ 


http://www.schoolbehavior.com/disorders/executive-dysfunction/


http://jamesdauntchandler.tripod.com/  - Chandler Papers on childhood disorders 


http://jamesdauntchandler.tripod.com/EF/executive_functioning.pdf


http://journal.naeyc.org/btj/200309/Planning&Reflection.pdf   - Ann Epstein

http://schoolnet.gov.mt/thinkingskills/thinkingtools.htm   - Edward de Bono

http://www.greatschools.net/LD/identifying/executive-function-lens-to-view-your-child.gs?content=1017

Edward de Bono - Parallel thinking and other thinkingtools , SDT and CPS

Edward de Bono's principles on ' thinking' contribute the realization of the 3 basic needs critical to a child's self determination and intrinsic motivation - supporting his autonomy, competence and promoting relatedness.



De Bono suggests we use ' Parallel learning and thinking ' rather than argument or debate.
PL  promotes autonomy as people's and kid's ideas are respected and explored. His PMI tool is a great example of this .We look first at the Positives of the idea , then the Minuses and then look for something Interesting that may be taken from the idea. The PMI tool helps us move away from the initial critical thinking. We are good at critizing someone's idea -  we say NO ,or seeing that it maybe validates what we think and we agree with it - Yes. We are not good at taking an idea or a suggestion and exploring it , taking it further and being creative.  Thinking is done in parallel by looking first at the P= positives , then M= minuses , then the I= interesting ideas. So if we suggest that we clean the home together now , kids and their parents can together , in parallel , look at the positives of the idea , then the minuses of the idea and finally taking some ideas from the suggestion. Besides promoting autonomy , this approach is very respectful of other people and their ideas. The PMI tool which is part of the wider ' six thinking hats ' tool is a very efficient way of solving problems and coming up with creative ideas in an organizational setting and also for individuals. It promotes competence.

So the PMI is a great tool to help kids ' hear and explore ' what we are saying , instead of using critical thinking and reject our ideas.



Cps – collaborative problem solving also sees the importance of parallel learning and thinking in focusing on understanding the child's concerns and getting them onto the table, then putting our concerns on the table , defining the problem , then inviting the kid to brainstorm mutually satisfying solutions which are doable and realistic , reviewing the solutions and agreeing to come back and see how things are working out.

here are some Edward de Bono links

Parallel thinking

six thinking hats - Edward de Bono

The intelligence gap - Edward de Bono and SDT - 1

Edward de Bono the creator of the term ' lateral thinking ' says it is important to teach people and kids how to think and not what to think.




Our thinking will be influenced by the way we view ourselves. People who view the self as an object , and rate themselves as intelligent people are usually poor thinkers. Because they are so concerned about defending their positions , they cannot allow themselves to explore and experience the intrinsic value of learning. Carol Dweck says something similar . People or kids with a growth mindset , see themselves and thinking as a process , whereas kids etc with a fixed mindset , see themselves as objects with fixed innate abilities that gets in the way of learning and the intrinsic reward of learning. They are not self determined , not connceted with their true inner selves , and are not intrinsically motivated.

De Bono calls this the ' Intelligence trap'.



'Unfortunately, many people with a high intelligence actually turn out to be poor thinkers. They get caught in the ‘intelligence trap’, of which there are many aspects. For example, a highly intelligent person may take up a view on a subject and then defend that view (through choice of premises and perception) very ably. The better someone is able to defend a view, the less inclined is that person actually to explore the subject. So the highly intelligent person can get trapped by intelligence, together with our usual sense of logic that you cannot be more right than right, into one point of view. The less intelligent person is less sure of his or her rightness and therefore more free to explore the subject and other points of view.

A highly intelligent person usually grows up with a sense of that intellectual superiority and needs to be seen to be ‘right’ and ‘clever’. Such a person is less willing to risk creative and constructive ideas, because such ideas may take a time to show their worth or to get accepted. Highly intelligent people are often attracted to the quick pay-off of negativity. If you attack someone else’s ideas or thinking, there can be an immediate achievement together with a useful sense of superiority. In intellectual terms attack is also cheap and easy because the attacker can always choose the frame of reference. '

From Edward de Bono’s I Am Right, You Are Wrong