EF Disabilities presentation.pptx Working with ADHD and ASD students in the classroom

Working with Executive Funtion, Adhd and ASD in the classroom.

1. Welcome to the 2024-2025 school year!

2. Who Am I?

3. What direction are we going with PD? Working together to build sessions that are helpful Building from within Creating learning opportunities that include panels, chat sessions and more traditional workshops We are our own specialists SURVEY RESULTS

4. What does our Chrysalis population look like?

5. HS E S

6. It’s White Board time!

7. Working Memory - Short Term Memory The ability to hold info and use it to complete a task Temporary storing of info Phone number/Address Sequence of a story No ‘sticking’ Working Memory Working Memory Emotional Control Under pressure Rational Decision Making Recovering from disappointment Perspective Overreact to Losing Quick to “Unfair” Hard to refocus Inhibition/Impulse Control/Response Inhibition Impulse Control Resist Distractions Thoughtful Decision Making ‘Pause’ button for the brain Hearing a noise during test Stopping before speaking Inhibition/Impulse Control/Response Inhibition Emotional Control Working Memory Cognitive Flexibility Flexible thinking Resilient (1st try) Multi tasking Can you? anxiety? CCCChanges Pivot teachi ng a subject Cognitive Flexibility

8. Working Memory - Short Term Memory The ability to hold info and use it to complete a task Temporary storing of info Phone number/Address Sequence of a story No ‘sticking’ Working Memory Working Memory Emotional Control Under pressure Rational Decision Making Recovering from disappointment Perspective Overreact to Losing Quick to “Unfair” Hard to refocus Inhibition/Impulse Control/Response Inhibition Impulse Control Resist Distractions Thoughtful Decision Making ‘Pause’ button for the brain Hearing a noise during test Stopping before speaking Emotional Control Cognitive Flexibility Flexible thinking Resilient (1st try) Multi tasking Can you? anxiety? CCCChanges Pivot teachi ng a subject Cognitive Flexibility

9. Planning and Prioritizing Working Memory Working Memory Working Memory Planning and Prioritizing Time Management Organization of Materials Maintains order in physical space Can manage several projected at one time Can create usable systems Can keep track of assignments Can *follow* usable systems Task Initiation Procrastination Conversation Can’t get started Goes hand in hand with planning/organizing Time Management Task Initiation Prioritize Often late or early Can follow a schedule Can’t plan ahead Organization of Materials

10. Working Memory Working Memory Organization of Materials Maintains order in physical space Can manage several projected at one time Can create usable systems Can keep track of assignments Can *follow* usable systems Task Initiation Procrastination Conversation Can’t get started Goes hand in hand with planning/organizing Time Management Prioritize importance Often late or early Can follow a schedule Can’t plan ahead Organization of Materials Planning and Structuring Goal Oriented steps Break down tasks Easily overwhelmed Can future plan Planning and Structuring

11. Self-Monitoring/Metacognition Ability to Evaluate your own performance Struggle to misjudge their own efforts Surprised by a low grade on a project

12. Basics on ADHD and ASD !

13. Hyperactivity means a person may seem to move about constantly, including in situations when it is not appropriate, or excessively fidgets, taps, or talks. In adults, hyperactivity may mean extreme restlessness or talking too much. Inattention means a person may have difficulty staying on task, sustaining focus, and staying organized, and these problems are not due to defiance or lack of comprehension. What is ADD/ADHD? Impulsivity means a person may act without thinking or have difficulty with self-control. Impulsivity could also include a desire for immediate rewards or the inability to delay gratification. An impulsive person may interrupt others or make important decisions without considering long-term consequences. Attention-deficit/hyperactivity disorder (ADHD) is marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development. People with ADHD experience an ongoing pattern of the following types of symptoms

14. What is ADHD?

15. What is ADHD?

16. How is ASD defined? Autism spectrum disorder (ASD) is a neurological and developmental disorder that affects how people interact with others, communicate, learn, and behave. Although autism can be diagnosed at any age, it is described as a “developmental disorder” because symptoms generally appear in the first 2 years of life. Autism Spectrum Disorder often presents as: Difficulty with communication and interaction with other people Restricted interests and repetitive behaviors Symptoms that affect their ability to function in school, work, and other areas of life Social communication/interaction behaviors may include: Making little or inconsistent eye contact Appearing not to look at or listen to people who are talking Not responding or being slow to respond to one’s name or to other verbal bids for attention Having difficulties with the back and forth of conversation Often talking at length about a favorite subject without noticing that others are not interested or without giving others a chance to respond Displaying facial expressions, movements, and gestures that do not match what is being said Having trouble understanding another person’s point of view or being unable to predict or understand other people’s actions Difficulties adjusting behaviors to social situations Difficulties sharing in imaginative play or in making friends Restrictive / repetitive behaviors may include: Repeating certain behaviors or having unusual behaviors, such as repeating words or phrases (a behavior called echolalia) Having a lasting intense interest in specific topics, such as numbers, details, or facts Showing overly focused interests, such as with moving objects or parts of objects Becoming upset by slight changes in a routine and having difficulty with transitions Being more sensitive or less sensitive than other people to sensory input, such as light, sound, clothing, or temperature

17. What is Interoception, Sensory Processing and stimming?

18. What is stimming?

19. How does EF present differently between ADHD and ASD?