SupportingSelfRegulationand
ExecutiveFunctioningin
SchoolAgedChildren
ByHannaBogen,M.S.,CCC-SLP
[email protected]
SC-15
CSHA2016
4/29/16 SUPPORTING
EXECUTIVE
FUNCTIONING &
SELF-REGULATION
IN SCHOOL AGED
CHILDREN
By Hanna Bogen, M.S., CCC-SLP
[email protected]
S pe e c h -Lang uag e Pat h olog is t
S ocial-C og nit ive S pe cialis t
LET’S MEET!
¡  Speech-language pathologist by training
¡  Social-cognitive specialist by practice
§  Most of my work revolves around helping students improve their
social communication and executive functioning abilities with
cognitive-based strategies
¡  Currently a therapist at Communication Works
¡  Consultant in multiple private schools
§  Whole class lessons
§  Teacher support and training
§  Exceptional Learner Program team
¡  Moving to Los Angeles in June!!
¡  Co-developer of Brain Talk curriculum
¡  Presenter and trainer for school teams
COMMUNICATION WORKS
¡  Speech, Language, and Social Communication Therapy Center
in Oakland, CA
¡  Speech-Language Pathologists, Occupational Therapists,
Educational Therapist, Parent Support and Education
¡  Center- and school-based therapists serving individuals in
early intervention through adulthood
4400 Keller Ave., Oakland, CA 94605
Copyright Hanna Bogen, 2016 1 4/29/16 THE GROUP PLAN
1.  Why regulation matters
2. Foundation of terminology
§ “ Quickfile” check in’s
3. Domain-specific supports
and strategies
4. Closing and questions
WHY REGULATION
MATTERS
DIVERSE LEARNING NEEDS
¡  All students learn differently: DIFFERENTIATION MATTERS!
§  Each child has a unique profile of learning strengths and challenges
that impacts what, how, when, with whom, and with what amount of
effort they learn
Copyright Hanna Bogen, 2016 2 4/29/16 REGULATION FOR ALL
¡  Regardless of a child’s learning style/approach/needs, he/she
MUST be regulated in order to learn. This involves regulation
of:
§  Sensory integration
§  Attention
§  Motivation
§  Emotions
§  Behavior
§  Social interactions
¡  One’s learning is directly impacted by his or her ability to
regulate his/her behaviors in order to accomplish future goals,
while also meeting the demands of the current situation
RESEARCH TELLS US…
¡  Research demonstrates that self-regulation is our best indicator
of lifelong success
§  Higher academic achievement is more likely when interventions include
self-regulation components –Blair & Raza, 2007
§  Self-regulation abilities have a stronger correlation with school readiness
than IQ or entry-level reading or math skills –Blair, 2002-3; Normandeau
& Guay, 1998
§  Research shows that teachers can have a positive effect on students’
self-regulation skills –Burchinal, Peisner-Feinberg, Bryant & Clifford,
2000
§  Self-efficacy (one’s perceived capabilities for learning or performing
actions at designated levels) benefits from self-regulation and problemsolving instruction –D.H. Shunk, 2005
THE MARSHMALLOW TEST
Copyright Hanna Bogen, 2016 3 4/29/16 COMMON
TERMINOLOGY
GETTING THE TEAM ON THE SAME PAGE
¡  Sharing common terminology matters!
¡  The better we understand our students, the better we can help
the whole support team to understand them
§  Recognizing why a student behaves a certain way builds compassion
and motivation to support him/her
§  Understanding the underlying deficits and their functional
consequences for a student allows you to develop the best possible
intervention plan
§  The goal is to pass along your expertise to others on the student’s
team, so the student is encountering “experts” all day long!
“QUICKFILE”
¡  Choose a student with whom you have had regular contact
over the past year. As we go through the terminology, build a
quick profile (i.e., “quickfile”) for your student to clarify his/
her areas of strength and difficulty.
¡  When you see the image below, it’s a reminder to do a quick
profile of your student based on the terminology:
Copyright Hanna Bogen, 2016 4 4/29/16 SENSORY PROCESSING
The way one’s body and
brain (nervous system)
take in and process
information from the
environment
SENSORY PROCESSING
C O N T.
¡  Information is registered through the sensory systems
¡  The central nervous system orients to and interprets sensory
input
¡  The central nervous system determines if a response to the
input is needed
¡  Sensory processing influences our level of arousal
SENSORY PROCESSING
C O N T.
“Forgotten” Sensory Systems
¡  Vestibular sense
§  Processes movement and the body’s relationship to gravity
§  “Sense of balance”
¡  Proprioceptive sense
§  Provides information about the body’s position in space and the amount
of force needed to grade movements
§  Sense of “I end here and X starts there” or “sense of space”
¡  Interoceptive sense
§  Provides information from the “gut”
¡  Sense of time
§  Intuitive sense of time passing and regulation based on time
Copyright Hanna Bogen, 2016 5 4/29/16 SENSORY PROCESSING
C O N T.
Subcortical regulation and integration:
¡  Certain needs must be met in order for one’s brain and body
to feel “ready to learn”
§  Water
§  Food
§  Sleep
§  Movement
“QUICKFILE” CHECK IN
¡  Does my student seem to be seeking certain sensory stimuli?
What patterns of behavior have I observed to inform me?
¡  Does my student seem to be avoiding certain sensory stimuli?
What patterns of behavior have I observed to inform me?
¡  What do I know about my student’s sleep, eating habits,
hydration, and movement? How can I gather more
information?
SELF-REGULATION
Regulating your thoughts/attention, emotions, actions/behavior,
and motivation (TEAM) to reach your ultimate goals (Lindemuth, 2014)
Copyright Hanna Bogen, 2016 6 4/29/16 SELF-REGULATION
C O N T.
¡ R egulation of thought/attention involves:
§  Modulating your major types of attention
§  Sustained: attending to a task for a sustained period of time
§  Selective/focused: attending to the most salient thing in the
midst of competing stimuli
§  Alternating: effectively and efficiently switching between
stimuli
§  Divided: attending to two or more tasks at the same time
SELF-REGULATION
C O N T.
¡ R egulation of emotion
involves:
§ Adjusting your behavior, despite
how you may be feeling, in order
to meet the demands of the
current situation or environment
SELF-REGULATION
C O N T.
¡ R egulation of action
involves:
§ Impulse control and the ability to
insert the “pause”
§ Initiation control to start (and stop)
doing preferred and non-preferred
tasks
§ Modulating one’s behavioral
intensity
§  Not being an -er or –est kid
Copyright Hanna Bogen, 2016 7 4/29/16 SELF-REGULATION
C O N T.
¡ R egulation of motivation
involves:
§ Using intrinsic motivation (and
sometimes extrinsic motivation) to
accomplish ultimate goals rather
than just working for immediate
rewards
SELF-REGULATION
C O N T.
¡ U ltimate reward
§  The long-term reward for a behavior
§  May not be immediately apparent or experienced
§  Drives expected behaviors and impulse control
¡ I mmediate reward
§  Can produce a huge dopamine spike at first, but then immediate or
delayed regret
§  Often associated with unexpected behavior and may be considered
an impulse
“QUICKFILE” CHECK IN
¡  Does my student stand out as an –er or –est child? If so,
where? When? With whom? During which activities?
¡  Does my student have outbursts or meltdowns that seem out
of the ordinary for his/her age?
¡  What types of attention are strengths/challenges for my
student? What tasks are easy/hard for my student?
¡  Does my student self-start? What types of motivation does he
need or want?
Copyright Hanna Bogen, 2016 8 4/29/16 EXECUTIVE FUNCTIONING
Umbrella term to describe the directive capacities of the brain
that allow you to switch from “autopilot” functioning to higher
order critical thinking
THE EXECUTIVE FUNCTIONING OREO
¡  Self-regulation: inhibit the
impulse to react
§  Requires development of
metacognitive skills: react vs.
respond
¡  Strategic thinking: make
a plan to respond
§  Must be able to access “mental
graphic organizers”
¡  Self-regulation: follow the
plan
§  Must have motivation and
regulation to follow through
MENTAL TIME TRAVEL
¡  A foundational capacity for self-regulation and executive
function thinking is the ability to use Mental Time Travel:
§  Shifting between what you know from the past (i.e., hindsight), and
what you want/anticipate in the future (i.e., foresight), in order to
identify and evaluate options for what you can do right now (i.e.,
motivating and organizing present action).
Copyright: Hanna Bogen & Carrie Lindemuth
Copyright Hanna Bogen, 2016 9 4/29/16 “QUICKFILE” CHECK IN
¡  Does my student self-initiate the shift from auto-pilot thinking
to critical thinking?
¡  Does my student apply learned frameworks, strategies, and
schemas to novel situations in order to more easily complete
tasks and learn (i.e., learn from experience)?
¡  Can my student synthesize salient details into a “big picture”
and analyze a “big picture” back into its salient details?
EMOTIONAL-REGULATION
Regulating your
behavior(s), despite how
you may be feeling, in
order to meet the
demands of the current
situation or environment
“QUICKFILE” CHECK IN
¡  Can my student “shake things off?” If not, what does he/she
do instead of letting things go? Tell a teacher? Start a fight?
Yell? Cry? Hide?
¡  Does my student seem to be an “extremes” child (i.e., one
emotional extreme or the other), or does he/she exhibit
typical “shades of emotion?”
¡  How well does my student match the size of his/her reaction
to the size of the problem?
Copyright Hanna Bogen, 2016 10 4/29/16 SOCIAL COMMUNICATION
Any communication being exhibited in a social context
¡  We are doing this before we have the mental capacities to
think about our own thinking
¡  Social communication is hardwired into our brain architecture,
and it evolves and matures as our mental and metacognitive
abilities mature
SOCIAL-REGULATION
¡  Formal definition: The skills needed to adjust one’s level of
alertness and modify how emotions and behaviors are
revealed in order to achieve social goals
-Elizabeth Sautter & Leah Kuypers, 2011
SOCIAL-REGULATION
C O N T.
¡  What constitutes a
social situation?
§  Any situation where we
are in direct or indirect
contact with other people
¡  What constitutes a
social behavior?
§  Any behavior with
consequences that impact
others
¡  Just about every
personal goal involves or
impacts others in some
capacity
© 2011 Think Social Publishing, Inc.
Copyright Hanna Bogen, 2016 11 4/29/16 SOCIAL COGNITION
The process of thinking about one’s own thinking and social
behaviors, and adjusting them as necessar y to accomplish goals
¡  Social cognition heavily involves the prefrontal cortex as it
interacts with, and modulates, the behavior of the limbic system
¡  Social Cognition = social meta-cognition
“QUICKFILE” CHECK IN
¡  How successfully does my student engage in structured social
interactions with peers (e.g., group projects, class activities,
P.E. sports teams, extracurricular activities, etc.)?
¡  How successfully does my student engage in unstructured
social interactions with peers (e.g., recess, lunch
conversation, etc.)?
¡  Can my student evaluate how social interactions went (i.e.,
self-reflection) and make adjustments as necessary?
LANGUAGE PROCESSING
Refers to the way humans use language (sounds à words à
sentences à etc.) to communicate ideas and feelings, and how
such communications are processed and understood. AKA how
the brain creates and understands language.
Copyright Hanna Bogen, 2016 12 4/29/16 LANGUAGE PROCESSING
C O N T.
¡  Processing of incoming language can be impacted by
many factors:
§  Overall auditory processing skills
§  Background noise
§  Competing visual/tactile/auditory stimuli
§  Interest in the topic
§  Experience with the topic
§  Addition of visuals
¡  If we assume that all students take in information at the
same rate and with the same accuracy, we may be
leaving some behind
THE “ROSS” APPROACH
¡ Ross Greene approach: Kids do well if they can!
§ When a student is not successful,
our job is to collaboratively
determine why
§ Challenges occur when there is a
mismatch between the expectations
of the task and the student’s
capacities
§ Through observation, listening, and
informed consideration, we can
discover lagging skills
Source: Körling Fotograferar, 2011
SUPPORTS
AND
STRATEGIES
Copyright Hanna Bogen, 2016 13 4/29/16 WHO IS ACTUALLY SUPPORTING THE
CHILD EACH DAY?
Extended
Family
Caregiver(s)
Peers
Teacher(s)
Child
Therapist
How can we turn all members of the support team into experts?
SUPPORTS:
LEARNING ABOUT
THE BRAIN
SUPPORT DEVELOPMENT OF METACOGNITION
¡  Encourage your student to think about his/her own thinking
§  Learn and understand about how your brain works
§  Engage in regular mindfulness practice (i.e., mindful moments) to “insert the
pause”
§  Identify your emotional state, as well as personal emotional escalation clues
§  Determine areas of personal strength and struggle
§  Identify triggers for personal dysregulation and brainstorm proactive tools
and/or solutions
§  Self-reflect on personal performance
§  Reflect on the usefulness and effectiveness of a strategy
Copyright Hanna Bogen, 2016 14 4/29/16 RENT-A-LOBE VERSUS BUILD-A-LOBE
¡  Rent-a-lobe approach: acting as your student’s frontal lobe to
manage a task and/or accomplish a goal
¡  Build-a-lobe approach: providing scaffolded support in order to
help your student engage and improve his/her executive
function thinking strategies
OR
Source: www.spreadshirt.co.uk
Source: www.huffingtonpost.com
BRAIN LEARNING CURRICULA
STRUCTURED MINDFULNESS RESOURCES
Copyright Hanna Bogen, 2016 15 4/29/16 BUILD AWARENESS OF DISTRACTORS
Think
Socia
l’s Su
perfl
ex Cu
rricu
lum
Social Thinking’s Superflex Curriculum
Source: Jill Kuzma
BUILD BETTER MENTAL SCHEMAS
BUILD TIME SENSE AND MIND SENSE
Copyright Hanna Bogen, 2016 16 4/29/16 FAVORITE BOOKS FOR TEACHING ABOUT
THE BRAIN
BRAIN TALK: METACOGNITIVE CURRICULUM
¡  Brain Talk is a curriculum that provides the foundation
of metacognition needed to successfully complete the
full Executive Functioning Oreo.
¡  Created by Carrie Lindemuth, M.Ed./ET and Hanna
Bogen, M.S., CCC-SLP
¡  Disclaimer: As co-creators of Brain Talk, Hanna and
Carrie receive financial benefit from the sale of
subscriptions and curriculum-based services.
¡  www.braintalktherapy.com
DISCLOSURE
As the co-creator of Brain Talk, I receive compensation
associated with the sale of Brain Talk subscriptions and any
trainings/consultation work associated with the curriculum.
Copyright Hanna Bogen, 2016 17 4/29/16 SEEK AND AVOID: LIMBIC IMPULSES
¡  Seek and avoid are survival impulses from the part of our
brains we share with simple mammals (i.e., limbic system).
¡  Teach seek and avoid with personal anecdotes as a way to
start developing metacognition: “What triggers ‘seek/avoid
mode’ for you?”
§  Example: student having to do non-preferred task (e.g., practice
musical instrument daily) versus preferred tasks
¡  In humans, seek and avoid are impulses that can coexist;
the strongest will “win out.”
§  Examples: roller coasters and scary movies
MYG THE AMYGDALA
¡  Introduce the amygdala, its function, and how it can be
beneficial and/or not helpful (i.e., overactive) in the human
brain.
¡  For some students, you can explore the connection between
Myg and anxiety (i.e., hyper-alert Myg).
¡  Explore the question: “What does fight/flight/freeze look
like for you? What triggered the impulse?”
¡  The goal is to help the student acknowledge the trigger
rather than just the reaction (otherwise it’s a band aid
approach).
¡  Identify a Myg Moment nonjudgmentally, and follow with the
powerful question: “If you follow your fight/flight/freeze
impulse, then what might happen next/later?”
¡  You are more likely to have the right regulating tools on
hand if you can anticipate the Myg Moment.
MEET MYG
Copyright Hanna Bogen, 2016 18 4/29/16 BUSTER THE BASAL
PLEASURE-AND-REWARD CIRCUIT
¡  Introduce the basal pleasure-and-reward circuit, its function,
and how it can be beneficial and/or not helpful (i.e.,
overactive) in the human brain.
¡  Buster is a “crazy puppy” because it is impulsive, though it can
be trained!
§  Buster generates a grab-and-gulp impulse
§  “Doug the dog moments”/”Squirrel moments”
¡  Understanding the dopamine reward system allows you to train
it.
§  “Desert brain” or “Costco brain”
¡  Identify a Buster Bam nonjudgmentally, and follow with the
power ful question: “If you follow your grab –and-gulp impulse,
then what might happen next/later?”
¡  Ever y time you resist an immediate reward, you are building
the brain’s resilience and capacity for delayed gratification!
MEET THE HUMAN BRAIN
¡  Humans share their emotional, limbic brain with simple
mammals, and we have a “thinking cap.”
§  Humans have developed a more complex thinking brain to manage
their complex lives.
¡  Myg and Buster are located in the feeling brain, and both
can be “trained” to react less impulsively through a variety
of Taming Tools:
§  Mindfulness
§  Physical exercise
§  Positive social interactions
§  Practicing gratitude
TAMING TOOL EXAMPLES
Exercise
Mindfulness
•  Mindful breathing, listening,
eating, movement, etc.
•  Progressive muscle
relaxation
•  Visualization exercises
Positive Social
Experiences
•  Playing with friends
•  Successful group work
•  Team/group extracurricular
activities
• 
• 
• 
• 
Cardio-based activities
Yoga and stretching
éheart-rate breaks
(Non) Competitive sports
Gratitude Practice
•  Gratitude journal
•  High-Five Tool
•  Community service activities
(giving back to the
community)
Copyright Hanna Bogen, 2016 19 4/29/16 MS. HIPP THE HIPPOCAMPUS
¡  Learning from past experience (hindsight) is a huge
component of executive functioning.
¡  The hippocampus is the personal memory center, so it
records the facts and feelings of an experience.
§  Your personal memory center will prioritize the things that
seem(ed) most important to you.
¡  Help students separate the feelings from the facts to allow
for a more accurate narrative of the event.
¡  P.A.S.T. facts is a useful way to notice how people-/action-/
space-/time-based patterns can impact emotional
dysregulation.
§  Example: I get dysregulated every time I lose at kickball during
recess.
§  Example: I lose me temper whenever I have to stop my video game
for dinner.
P.A.S.T. FACTS AND FEELINGS
Start here by
listing the
feeling(s)
eople
ctions/A
ctivities
pace
ime
Then record
the facts as
objectively as
possible
PROFESSOR THE PREFRONTAL CORTEX
¡  The prefrontal cortex is the epicenter of foresight.
§  Allows for mental time travel and “memory for the future.”
¡  Students may need to be explicitly taught how to identify an
ultimate reward (vs. an immediate reward), and determine
options for achieving it.
§  Prior to starting a task or activity, ask the student to identify what
he/she is working to accomplish. What is the goal?
¡  For students who have difficulty “seeing” the ultimate
reward in the future, the intent is to expand the NOW bubble
to allow access to hindsight and foresight before acting.
¡  Utilize curricula that help to teach the steps of goal setting
§  SMART goals
§  CANDO goals from the SMARTS curriculum
Copyright Hanna Bogen, 2016 20 4/29/16 ACCESSING BRAIN TALK
WWW.BRAINTALKTHERAPY.COM
JOT A THOUGHT
How do I and/or can I
incorporate metacognitive
learning into my existing
interventions?
SUPPORTS:
SENSORY
REGULATION
Copyright Hanna Bogen, 2016 21 4/29/16 INCREASE SELF-AWARENESS OF
SENSORY PROCESSING NEEDS
¡  Teach students and/or support teachers in teaching students
about their sensory systems
§  The more children understand their own sensory systems, the more
effectively they can acknowledge differences and/or regulate their
behaviors
“FOCUS TOOLS”
¡  Introduce/highlight AND explain focus tools or learning tools
§  Tool = something that helps my brain and body feel ready to learn
§  Toy = something that distracts myself or others
STRATEGIC USE OF VISUAL SUPPORTS
¡  While visual supports are beneficial to many students,
especially those who struggle with auditory processing
(understanding what they hear), they can also be detrimental
if:
§  Too
§  Not
§  Too
§  Not
many visuals
strategically placed
busy or too much wording
taught/explained properly
¡  The goal is to be strategic about
how visuals are used and placed
in the classroom
¡  Consider rotating visuals in/out when they are needed/not
needed
Copyright Hanna Bogen, 2016 22 4/29/16 AVOID “VISUAL OVERWHELM”
¡  W h e r e d o yo u l o o k f i r s t ?
¡  W h a t i s m o s t i m p o r t a n t ?
¡  W h a t e m o t i o n s d o e s t h i s r o o m evo ke ?
PERSONAL SPACE/SPACE BUBBLES
¡  For a child who is consistently
invading others’ personal space,
need to determine whether the
cause is:
§  Seeking sensory input from others
(e.g., wanting to be touched,
hugged, squeezed) = sensory
§  Lacking awareness of
proprioceptive/space boundaries
(i.e., “Not in his/her own body”) =
sensory
§  Lacking awareness of how others
feel about personal space = social
¡  Incorporate explicit instruction
about personal space and space
bubbles
Source: www.buzzfeed.com
BUILDING AWARENESS OF
PERSONAL SPACE BUBBLES
Copyright Hanna Bogen, 2016 23 4/29/16 PERSONAL SPACE
C O N T.
JOT A THOUGHT
What are two ideas for
building my students’
awareness of their sensory
systems and how they
impact learning?
SUPPORTS:
MINDFULNESS
Copyright Hanna Bogen, 2016 24 4/29/16 MINDFUL PRACTICE
Mindful practice is:
§ E xercising your selfregulation muscle
§ Pausing and paying
attention on purpose
§ H aving frequent
mindful moments
Image source: www.mindnessinschools.org
Practice does not require maintaining a mindful state all
the time. Practice involves starting over…and over…and
over. Practice makes permanent, not perfect.
MINDFUL LISTENING
¡  Introduction to paying attention, in the moment, for a purpose
¡  Choosing to pay attention to a target sound instead of
ever ything else
§  Notice
§  Notice
§  Notice
§  Notice
the start of the sound
the duration of the sound
the moment when the sound disappears
what you hear after the sound disappears
FOCUS ON THE BREATH
¡ Balloon breaths
¡ Basket breaths
¡ “Smell the flower, blow the candle” breathing
¡ Become a “sounding bowl”
¡ Rhythm breathing (i.e., find your rhythm): inhalepause-exhale-pause
¡ Add a challenge to breathing:
§  “How few breaths can you take in one minute?”
§  “Take a breath, hold it, take in more air, hold it…now slowly let
it out like you’re blowing through a straw”
Copyright Hanna Bogen, 2016 25 4/29/16 BELLY BREATHING
BODY SCAN WITH “WAVE BREATHING”
¡  Have child mentally “scan”
his/her body, starting at
the toes
¡  Once a tense spot is
identified, imagine the
tension as a tightly packed
ball of sand
¡  Visualize each breath as a
wave gently passing over
the ball of sand, washing
away a little of the sand
each time
¡  Continue to breathe until
the tension is gone, and
then move on to a new spot
of tension
JOT A THOUGHT
How will I incorporate at
least one mindful moment
(which can include
movement) into my students’
lessons/sessions?
Copyright Hanna Bogen, 2016 26 4/29/16 SUPPORTS:
ATTENTION,
MEMORY, AND
ORGANIZATION
PROVIDE THE PLAN
¡  Always, always, always, ALWAYS provide
students with the plan for an activity
§  Verbally
§  In writing
§  In picture form
¡  The plan can vary in name depending on
the culture of your site:
§  Group plan
§  Schedule
§  Shape of the day/class/activity
§  Future sketch
§  Game plan
¡  Some students may benefit from a
physical copy of the plan for regular
reference
SCRIPTING AND PRIMING
¡  Provide verbal and visual scripts to
help students navigate consistently
challenging situations
¡  Be sure to prime for the ideal
outcome as well as some potential
obstacles (and how you can
overcome them)
§  Prime for Plan A, Plan B, and maybe
even Plan C!!!!!
¡  “If everything goes my way, I can
expect X situation to look like…”
¡  Review social narratives/scripts
frequently and consistently
Copyright Hanna Bogen, 2016 27 4/29/16 WHOLE BODY LISTENING
¡  Originally developed by Susanne Truesdale, WBL is a strategy
for breaking down the abstract concept of “listening” into
concrete, understandable parts:
Active Parts:
Quiet Parts:
•  Eyes (looking at
speaker)
•  Ears (listening to
speaker)
•  Body (facing
speaker)
•  Brain (thinking
about what’s being
said)
•  Heart (caring
about what’s being
said)
•  Mouth (quiet)
•  Hands (not
distracting self or
others)
•  Feet (not
distracting self or
others)
•  Body (not
distracting self or
others)
Source: Elizabeth Sautter and Kristen Wilson
BRAIN LIKE A REMOTE CONTROL
¡  A structured curriculum to teach students how their brain can
be compared to a remote control
§  Various remote buttons mimic functions of the brain: Brain Channel
Changer, Pause, Fast Forward, Rewind, etc.
¡  By learning about these brain functions, students gain greater
meta-cognitive control over their behaviors and self-regulation
skills
JOT A THOUGHT
What is one way I can make
abstract “focus” and
“attention” strategies more
concrete?
Copyright Hanna Bogen, 2016 28 4/29/16 SUPPORTS:
EXECUTIVE
FUNCTIONING
CREATE A FUTURE SKETCH
“What will it look like when it’s done?”
INTEREST
INTEREST
HOPES
INTEREST
INTEREST
From the work of Sarah Ward, SLP
www.cognitiveconnections.com
USE FUTURE EMOTION TO MOTIVATE
PRESENT ACTION
“What will it feel like
when it’s done?”
¡  Link extrinsic motivators
(rewards) to intrinsic motivators
(emotion)
¡  Help your student recall the
feeling(s) of success,
completion, and pride from a
previous experience when
attempting to motivate him/her
to initiate something difficult
¡  “Remember how good it will
feel to have X finished and out
of the way?!?”
Copyright Hanna Bogen, 2016 29 4/29/16 PREVIEW: MATERIAL AND STEPS
Sources for Projects:
¡  See it, Say it, Write It
¡  Howtoons
¡  Instructables
¡  Pinterest
¡  Recipes
¡  Team-building projects
¡  Construction activities
¡  Holiday and themed crafts
DO: MONITOR AS YOU WORK
What are my brain
distractors? Are they
internal or external?
y
m
e
ng or e
m
ha t
I c en co
n m ver rs.
ca on o to
w vir to ac
Ho en ing istr
k d
in y
th m
d
cte
pe y
ex n m n
I
o
re d tio
he se le
I w e ba omp tes?
m
b
A to e/c ima
tim est
REVIEW: REFLECT ON THE PROCESS AND
OUTCOME
rs.com
yteache
cherspa
www.tea
Source:
Copyright Hanna Bogen, 2016 Source: S.M.A.R.T.S. Curriculum
30 4/29/16 ZOOMING IN AND OUT:
(GESTALT PROCESSING)
¡  Zooming Out: Seeing the big picture
§  Seeing the view from the top of the mountain
¡  Zooming In: Identifying the details (and
prioritizing the salient details)
§  Noticing the trees, rocks, and flowers on the way to
the top of the mountain
¡  Gestalt processing is the active processing of
shif ting between the big picture and the details
(zooming in and zooming out)
IF…THEN… THINKING
¡  If…then… scenarios help students build inferential problem
solving skills
§  You rarely have all the fact needed to make a decision, though you
can use what you know in order to infer what you don’t know
¡  Integrate if…then… thinking into the classroom:
IF…
THEN…
If I am holding up our read-aloud
book…
…Then it’s time to put away your math
worksheets and get out your book too
If everyone is working quietly when you
walk into the room…
…Then it’s expected that you match the
rest of the class and start working
quietly
JOT A THOUGHT
When is a consistent time
frame during which I will
shift to inferential prompts
rather than directives?
Copyright Hanna Bogen, 2016 31 4/29/16 SUPPORTS:
EMOTIONAL
REGULATION
DON’T HAVE A MELTDOWN!
INCREASE EMOTIONAL VOCABULARY
¡  Create visuals throughout the classroom to increase students’
awareness of emotional terminology and vocabulary
§ Shades of emotion
§ Emotion synonym/antonym activities
§ Literature activities with emotions
§  Personify emotions
§  Poetry and story telling with emotions
§ Emotional word of the week
Copyright Hanna Bogen, 2016 32 4/29/16 A FEW POINTS ABOUT EMOTIONS
¡  Emotions aren’t good or bad
§  Better to call them comfortable or uncomfortable
¡  Labeling emotions as “bad” can lead to a cycle of shame and
guilt
§  It is inevitable to feel uncomfortable emotions during life, and it’s
better to approach them with curiosity and openness rather than guilt
for feeling “bad”
¡  Many books, curricula, and emotional regulation activities
encourage “befriending” your emotions
§  A mindful approach encourages non-judgmental curiosity towards
one’s feelings
CREATE A CALMING CORNER
¡  Calming corner: a designated
space where students can go
to take a regulation break
§  Adult may “invite” student to
the calming corner/zone or
student can self-elect to go
(ideal)
¡  Determine a set routine for
the calming corner so
students can use regulation
tools and then rejoin the
group plan
Copyright Hanna Bogen, 2016 33 4/29/16 CALMING CORNER EXAMPLES
JOT A THOUGHT
How can I support my
students in building greater
emotional vocabulary and
awareness?
SUPPORTS:
SOCIAL
REGULATION
Copyright Hanna Bogen, 2016 34 4/29/16 PERSPECTIVE TAKING
¡  Prompt students to think about how others are feeling and
what they could do/say to show peers they are thinking/caring
about how they’re feeling
§  Highly relevant as students
get older and need to analyze
texts and novels
¡  Create conversations with or
between characters using social
media templates
¡  Invite students to role-play
as different historical figures
or characters (“step into their
shoes”)
DEVELOPING SOCIAL DETECTIVE© SKILLS
(COPYRIGHT SOCIAL THINKING)
¡  The goal of social competency
development is to become a more
skilled social detective©
¡  Like detectives, students can look for
clues in what other people say (i.e.,
verbal cues) and what they do (i.e.,
nonverbal cues) to make smar t
guesses about how to behave around
them
¡  Many social situations have consistent,
patterned social expectations
§  Explicitly discussing these expectations
helps students who don’t automatically
pick up on them
PRACTICING READING NONVERBAL CUES
¡  Nonverbal information accounts for ~93% of our impressions
when we interact with someone else
¡  Many students struggle to read others’ nonverbal cues in real
time
¡  Can provide scaffolded practice to identify relevant nonverbal
social cues to infer what other might be think and how others
might be feeling
§  Facial cues:
§  Eyes
§  Eyebrows
§  Mouth
§  Posturing cues
§  Open or closed body posture
§  Gestural cues
§  Suprasegmental cues
§  Tone of voice
§  Rate of speech
Copyright Hanna Bogen, 2016 35 4/29/16 BUILDING NONVERBAL CUE AWARENESS
JOT A THOUGHT
How am I breaking the
abstract social world into
concrete components for my
students?
USEFUL WEBSITES
• 
• 
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• 
• 
• 
• 
• 
• 
• 
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www.braintalktherapy.com www.cwtherapy.com www.zonesofregulaGon.com www.socialthinking.com www.execuGvefuncGontherapy.com www.5pointscale.com www.livesinthebalance.org www.jillkuzma.wordpress.com
www.kimochis.com
www.thegraycenter.org www.auGsmspectrum.ilstu.edu/resources/factsheets www.GmeGmer.com www.playGmewithzeebu.com www.thebolickhouse.com hKp://smarts-­‐ef.org Copyright Hanna Bogen, 2016 36 4/29/16 REFERENCES
¡  ASHA (201 2). Your Child’s Communication Development: Kindergar ten
through Fif th Grade.
¡  Blair, C., & R.P. Razza (2007). Relating ef for tful control, executive function,
and false belief under standing to emerging math and literacy ability in
kindergar ten.
¡  Blair, C. (2002). School readiness: Integrating cognition and emotion in a
neurobiological conceptualization of child functioning at school entr y.
¡  Baron-Coen, S. (2009) Autism: The Emphasizing-Systemizing (E-S) Theor y.
¡  Blair, C. and Diamond, A . (2008). Biological Processes in Prevention and
Inter vention: The promotion of self-regulation as a means of preventing
school failure.
¡  Blume, L.B., & Zember, M.J. (2007). Middle Childhood to Middle
Adolescence: Development from A ges 8-1 8.
¡  Bolick , T. (2001). Asperger Syndrome and Adolescence: Helping Preteens &
Teens Get Ready for the Real World
¡  Bronson, M. (2000). Self-regulation in early childhood.
¡  Bowen, C. (2001). Semantic and Pragmatic Dif ficulties.
¡  Burchinal, M. R., Peisner-Feinberg, E. S., Br yant, D. M., & Clif ford, R. M.
(2000). Children’s social and cognitive development and child care quality..
¡  Buron, K. D., & Cur tis, M. (2003). The incredible 5-point scale.
¡  Eggum, N., Eisenberg, N., & Valiente, C. (2010). Self-Regulation and School
Readiness.
REFERENCES
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Everly, N. (2005). Can you Listen with Your Eyes?
Frith, U. (1998). Cognitive Defecits in Developmental Disorder s.
Gray, Carol (2000). The New Social Stories Book .
Green, Ross (2008). Collaborative Problem Solving
Greenstone, S. (1994). Playground Politics
Kuypers, L. M., (2008). The Zones of Regulation: A curriculum designed
to foster self-regulation in students with neurobiological impairment
Lieberman, M.D. et al, (2007) Putting Feelings into Words: Af fect
Labeling Disrupts Amygdala activity in Response to Af fective Stimuli.
Madrigal, S., and Winner, M.G. (2008): Glassman: A superhero social
thinking curriculum
Myles, B.S. (2004). The Hidden Curriculum
Reut, G., Cassof f, J., et. all (201 2). Impact of Sleep Extension and
Restriction on Children’s Emotional Lability and Impulsivity
Sautter, E. and Wilson, K. (2011). Whole Body Listening Larr y at School
and Whole Body Listening Larr y at Home
Schunk , D. (2005). Commentar y on self-regulation in school contexts.
Seefelt, C . & Wasik , B.A . (2005). Early Education: Three, Four and Five
Year Olds Go To School.
REFERENCES
¡  Selman, R. ( 1975) Level of social per spective-taking and the
development of empathy in children: Speculations from a socialcognitive viewpoint
¡  Shonkof f, J.P. & Phillips, D.A . (2000) From Neurons to Neighborhoods:
Science of Early Childhood Development.
¡  ASHA (201 2). Your Child’s Communication Development: Kindergar ten
through Fif th Grade.
•  Truesdale, S.P. (1990) Whole Body Listening: Developing Active
Auditor y Skills.
•  University of Illinois Extension (201 2). A ges and Stages in the
Preschool Child.
•  Ward, S. (201 2). Cognitive Connections, Executive Function Practice.
•  Winner, M. G., (2005). Think Social! A social thinking curriculum for
school-age students
•  William, M.S. & Shellenberger, S. (1996) How does your Engine Run?:
The Aler t Program.
Copyright Hanna Bogen, 2016 37 4/29/16 ?? QUESTIONS ??
Hanna Bogen: [email protected]
www.braintalktherapy.com
Copyright Hanna Bogen, 2016 38