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ADHD EF Conference Executive Function

Understanding Executive Function and ADHD

Animated person thinking and pointing left and right

This post is part of a series that highlights themes and takeaways from ResearchILD’s 37th Annual Executive Function Conference: Executive Function & Social-Emotional Learning: Promoting Resilience, Stress Management, and Academic Success. 

ResearchILD’s 37th Annual Executive Function Conference provided a space for important discussions about using executive function strategies to reduce stress and promote social-emotional learning. One subject that was discussed by multiple speakers was ADHD — how it relates to executive function and how to understand it through a strength-based approach.

Smart but Stuck 

On day one of the conference, Dr. Thomas E. Brown(link opens in new tab/window) shared insights into ADHD and how executive function impairments affect the ability of people with ADHD to do certain activities. Dr. Brown is a clinical professor of psychiatry and neuroscience at the University of California, Riverside and was a past clinical faculty member in the Department of Psychiatry at Yale School of Medicine.

Drawing from his years working with and talking to people who have ADHD, Dr. Brown emphasized that every single person with ADHD has activities that they are able to focus on as well as other activities on which they aren’t able to focus at all.

Dr. Brown also stressed the role that emotions play in ADHD. Each person has different emotions that they are particularly vulnerable to. He compared emotions to chocolate chip cookies – they are often blended, layered, or mixed. Context is important, whether it is where you are or who you are with. Sometimes emotions take up too much space, and such intensity can lead to a reduction in sensitivity to other information.

How to Win Races with a Runaway Brain

On the second day of the conference, Dr. Edward Hallowell(link opens in new tab/window) pushed for a new way of thinking and talking about ADHD. “Depending on how you manage it, it can be either an asset or a liability in your life… it can also make your life.”

As the founder of the Hallowell ADHD Centers and past faculty member of Harvard Medical School, Dr. Hallowell has 40+ years of clinical experience working with people with ADHD. He stressed the importance of connection in learning. The beauty of connection is that it is fun, free, and in infinite supply.

Through his talk, Dr. Hallowell shared ways that parents of students with ADHD can help their children. For example, people with ADHD crave stimulation and cannot tolerate boredom because contentment is too bland. Dr. Hallowell thus encourages students to find a creative outlet. For him, it was writing. Through his lived experiences as someone who grew up with ADHD and has family members who have ADHD, Dr. Hallowell emphasized that anyone with ADHD can live a fulfilling life; it is all about the perspective and how you approach it.

  • Andrea Foo, SMARTS Intern

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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EF Conference growth mindset Social-Emotional Learning

Learning to Give Students Grace

Picket sign that says "Kindness is Everything."

This post is part of a series that highlights themes and takeaways from ResearchILD’s 37th Annual Executive Function Conference: Executive Function & Social-Emotional Learning: Promoting Resilience, Stress Management, and Academic Success. 

Teachers play an important role in students’ lives. Teachers are expected to juggle delivering more content year after year, and they are also responsible for their students’ well-being. It is understandable why some teachers push back against additional social-emotional learning (SEL) lessons. Most teachers simply don’t have the time.

However, presenter after presenter at ResearchILD’s 37th Annual Executive Function Conference made it clear that we are at a place where students cannot learn without explicit SEL lessons. As Rose Delorme Metayer, M.Ed., director of the McCarthy Institute at Boston Latin School, said on the SMARTS School Panel:

I think the biggest thing for me when doing this work is remembering that young people need a lot of grace.

As teachers, how can we give our students grace and the space to make mistakes? How can we teach them to grow from these mistakes while staying on learning goals for the year?

There is no easy solution, but pairing SEL and executive function strategies is a way to start. With explicit executive function strategies, students can learn how to learn more efficiently. They can self-monitor, stay on task, and learn how to reach and set their own goals.

As Ned Hallowell, M.D., child and adult psychiatrist and founder of the Hallowell ADHD Centers, stated,

Kids need hugs, and touch, and expressions of love, and reassurance and you just cannot say it enough. They need daily doses of reassurance.

A teacher can be one person in students’ lives to give them the daily dose of reassurance, the grace to learn, and the space to grow.

And, as teachers, we need to give ourselves grace and reassurance. By making time for ourselves and for reflection, we will be better able to offer our students the support they need to thrive.

  • Tziona Chernoff, SMARTS Intern

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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EF Conference Goal Setting Homeschool parent perspective

EF at Home: Goal Setting, Part 2

Parent with two children excitedly raising hands

This is the second part of a two-part series on EF at Home: Goal Setting. You can read Part 1 here. 

When children create personalized and achievable goals that are CANDO (Clear, Appropriate, Numerical, Doable, and with Obstacles considered), they are positioned to succeed. Here are some practical tips for helping children set effective goals and monitor their progress.

Begin with Simple Goals

Start with straightforward goal areas that are motivating for your child. These might include:

  • Sports or Activities – Set goals related to sports or activities that your child has chosen and for which they are already motivated. Perhaps your child is trying to earn scout badges or master a certain instrumental piece or sports technique.
  • Household Projects – Set goals as a family (e.g., household cleaning or renovation projects) so you can work together to achieve success. You can also set individual goals for around the house (e.g., organizing a room or training a dog).
  • Academics – Begin with goals that are likely to be met easily to build confidence; then move toward goals for challenging tasks or subject areas. You can start by setting goals for homework completion for one day or for studying for a particular test.

As you focus on any goal area, remember that you want your child to see results and feel accomplished. Be careful about goals related only to outcomes (e.g., grades, points scored, medals) that may depend on the behaviors or standards of others. Instead, target goals that connect to the process of improvement (e.g., studying or practicing for so many hours per week).

Practice Monitoring Goal Progress

Setting goals is just the first step. If we write down a goal and put it in a drawer, it never gets done. Once your child has set an effective goal and identified short-term steps to reach it, you can help your child monitor and reflect on their progress. Use a calendar or planner to remind you and your child to revisit the goal and discuss whether progress is being made.

In the beginning, you will have to support your child in developing realistic self-assessment. Your child may say, “Yup, I’m doing it.” You may need to gently correct the assessment by asking questions about the timeline or the completion of short-term steps leading to the larger goal. You may even need to provide information about what you have observed—at least in the beginning. As your child practices checking goal progress, you can provide less direct support while encouraging your child to decide how to celebrate accomplishments.

Wrapping Up

Goal setting allows us to have a say in what we want to have, be, or do. By teaching children strategies for goal setting, along with sharing our own use of goal setting, we can start them on the path to goal-directed accomplishments!

  • Mindy Scirri, Ph.D., Educational Consultant and SMARTS Trainer

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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EF Conference Goal Setting Homeschool parent perspective

EF at Home: Goal Setting, Part 1

Pathway leading to top of blue mountain with red flag at the top

To children, goal setting may seem like one of those things that adults do—and maybe only those highly successful adults that children see on television or in the movies. Many adults, in fact, simply have dreams (goals without deadlines!), and very few adults truly understand how to set effective goals and implement them. How then can we possibly expect our children to become good goal-setters?

Goal setting may not be part of the school or homeschool curriculum—but it could be. Either way, goal setting is something you can practice with your children at home. Here are some suggestions.

Teach a Goal-Setting Strategy

Start with suggesting a goal-setting strategy that is both easy to remember and effective. In the SMARTS Curriculum, we teach CANDO goal setting, which includes the following five criteria:

  • C – Clear: Goals must be clear and specific. Avoid words like “better” or “more” that simply show a direction. What, actually, do you want to accomplish?
  • A – Appropriate: Goals must be realistic, based on where you are starting, and also relevant to what you need or want. Make sure goals are next steps rather than “pie-in-the-sky” ideas of what you think might be nice.
  • N – Numerical: Goals must be measurable, so you can check whether or not you are meeting your goal. Can you use a number or percentage or some other amount to quantify what you are trying to do?
  • D – Doable: Larger goals must be broken down into short-term goals so that you can reach (and celebrate) those short-term goals along the way. What are the steps you need to take to accomplish what you want?
  • O – Obstacles Considered: Goals must be considered in terms of obstacles that might arise and possible solutions to those obstacles. What is likely to get in the way? What do you have going for you?

By teaching and modeling goal setting, your child can learn an important life skill. To learn more about the SMARTS Curriculum and information for homeschoolers and parents of school-aged children, we invite you to attend the 37th Annual Executive Function Conference on November 3 and 4, 2022, to hear from Michael Greschler, M.Ed. and Mindy Scirri, Ph.D.

Wearing Your Shoes: Teachers Collaborating with Parents to Promote Executive Function at School and at Home

In this workshop, Michael Greschler, M.Ed., and Mindy Scirri, Ph.D., will explore the impact of differing perspectives between teachers and parents/guardians, as well as practical strategies for collaborating with families to support students. Participants will learn strategies from the SMARTS Executive Function Curriculum, review strategy instruction materials developed to support EF at home, and explore hands-on activities for bridging the gap between school and home.

Tune in tomrrow for Part 2 of this blog post to learn practical tips for goal setting and monitoring progress toward goals.

  • Mindy Scirri, Ph.D., Educational Consultant and SMARTS Trainer

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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College EF Conference Homeschool Social-Emotional Learning

37th Annual EF Conference Highlight: ResearchILD and SMARTS Specialists 

Panel of presenters seated at a conference

ResearchILD is excited to host a number of educational specialists, SMARTS experts, and teacher trainers at our 37th Annual Executive Function Conference on November 3 and 4. These speakers will share practical strategies that you can bring into your classroom on Monday morning.

These pre-recorded concurrent sessions will be available starting the week of October 24. Conference attendees will have unlimited access to all concurrent sessions and the recordings of the live plenary sessions through January 15, 2023.

Wearing Your Shoes: Teachers Collaborating with Parents to Promote Executive Function at School and at Home

Michael Greschler, M.Ed. & Mindy Scirri, Ph.D.

In this workshop, we will explore the impact of differing perspectives between teachers and parents/guardians, as well as practical strategies for collaborating with families to support students. Participants will learn strategies from the SMARTS Executive Function Curriculum, review strategy instruction materials developed to support EF at home and explore hands-on activities for bridging the gap between school and home.

Executive Function and Social-Emotional Learning: Strategies for Perspective Taking, Self-Understanding, and Self-Management

Shelly Levy, M.Ed. M.S. & Caitlin Vanderberg, M.Ed.

In this session, we will discuss the relationship between emotion and executive function, as well as ways of teaching EF strategies to promote emotional regulation. We will address strategies for developing perspective taking, self-understanding, and self-management. Attendees will develop a more nuanced appreciation for the impact of negative emotions on students’ performance. They will also learn how to teach executive function strategies in ways that promote engagement and motivation and empower students to become more independent and successful.

Beyond Jokes and Riddles: Cognitive Flexibility Across the Grades and Content Areas

Donna Kincaid, M.Ed.

This session will focus on practical strategies for improving students’ cognitive flexibility in academic and social situations. We will model a number of effective and easy-to-teach strategies and discuss their application across academic domains.

Transition to College: Promoting Students’ Self-Understanding and Executive Function Strategy Use

Joan Steinberg, M.Ed.

During this session, we will discuss the importance of self-advocacy as students initiate adult relationships with professors, medication providers, therapists, and executive function coaches. Our students will talk about the differences in academic demands between high school and college, and the need to shift mindsets and develop new habits for these changing demands. In addition, we will discuss a variety of planning and time-management strategies that have been used by our students and customized for different learning profiles.

Learn More

To hear from these presenters and more, we invite you to attend ResearchILD’s 37th Annual Executive Function Conference on November 3 and 4, 2022.

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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EF Conference Motivation Technology

Project-Based Learning, Ed Tech, and EF

A makerspace with tools and equipment for students to create and work on projects

From ed tech and project-based learning to fab labs and makerspaces, innovation in education and technology is the way of the future. The time has come to make the shift in education towards hands-on project-based learning systems that incorporate technology and foster students’ creativity, problem-solving, and engagement.

The real magic of learning happens when students integrate basic skills with executive function strategies and simultaneously express their creativity. However, developing this type of school-based program for different types of learners is not easy. To build successful project-based learning programs infused with technology, one must implement the appropriate structures, professional development, and culture.

Teaching for the Future

ResearchILD is fortunate to host Colin Meltzer, M.A., at our 37th Annual Executive Function Conference, where he will offer a pre-recorded concurrent presentation on “Project-Based Learning and Educational Technology: Fostering Creativity, Problem Solving, and Engagement in Students.” Mr. Meltzer is founder and director of MakeShift EdTech where his mission is to train teachers and students to use technology in order to make the shift to innovative and creative, 21st-century learning.

Mr. Meltzer’s presentation will highlight:

  • Why, what, and how to create a successful project-based learning program for all students
  • The ways in which the future will require children to become problem-solvers, critical thinkers, and empathetic human beings with a broad range of STEAM skills
  • How to encourage children to not wait to invent the future they will live in

Learn More

Are you interested in leveraging the power of project-based learning and educational technology to foster creative and engaged learners? Join us at ResearchILD’s 37th Annual Executive Function Conference on November 3 and 4, 2022, to hear from this presenter and more.

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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Cognitive Flexibility EF Conference Executive Function

Supporting Students with Autism Spectrum Disorder in the Classroom

Two cartoon children putting together brain-shaped puzzle pieces

Students with autism spectrum disorder (ASD) frequently face challenges in school↗(link opens in new tab/window), often due to unmet sensory, social, and developmental needs. With the prevalence of students diagnosed with ASD steadily increasing↗(link opens in new tab/window), it is more important than ever to understand current, research-based fundamentals of supporting individuals with ASD.

Supporting Students with ASD: from Research to Practice

ResearchILD is thrilled to host Dot Lucci, M.Ed., C.A.G.S., at our 37th Annual Executive Function Conference, where she will present “Creating Classroom Environments that Help ASD Students Thrive – Not Just Survive.”

Dot’s presentation will focus on:

  • The diagnostic criteria and characteristics of ASD
  • How the incorporation of self-awareness, stress-management, and social-emotional intelligence into classrooms can support diverse learners
  • How topics such as positive psychology, explanatory style, and stress management can be applied in classrooms to support students with ASD
  • Concrete tools and strategies for supporting students with ASD

Dot brings over 30 years of experience in education, psychology, and academia pertaining to inclusion of students with special needs, particularly ASD, across settings. In addition, she has extensive experience translating her many publications on ASD into practice as a board member of Autism Asperger’s Network (AANE), program director and director of consultation at Aspire/Massachusetts General Hospital, and co-author of the Think Smart Feel Good curriculum.

Learn More

Interested in learning more about best practices for supporting students with autism spectrum disorder? We invite you to attend our 37th Annual Executive Function Conference on November 3 and 4, 2022, to hear from Dot and other experts in the fields of executive function, social-emotional learning, and education.

  • Taylor McKenna, M.A., M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

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EF Conference Mental Health Social-Emotional Learning

Maximizing Mindfulness in Schools 

Fourth-grade students stand in a circle in a classroom while engaging in mindfulness activities.

Over the past two decades, school-based mindfulness programs have risen in popularity to help address the stress, anxiety, and dysregulation students are facing in their daily lives. What does research tell us about the efficacy of mindfulness programs in schools and best practices for program implementation?

Mindfulness: Research to Practice

ResearchILD is fortunate to host Rebecca Baelen, Ph.D., at our 37th Annual Executive Function Conference, where she will offer a pre-recorded concurrent presentation on “School-Based Mindfulness Programs: Research and Practical Implications,” drawing from her expertise as a postdoctoral research associate at the University of Illinois Chicago where she studies the effects and implementation of social and emotional learning and mindfulness-based programs for teachers and students(link opens in new tab/window).

Dr. Baelen’s presentation will cover:

  • Research on school-based mindfulness programs
  • Factors that affect implementation in the school and classroom setting
  • Practical tools for successfully implementing mindfulness programs into school and classroom settings

Mindfulness in Action

In addition to Dr. Baelen’s focus on the research behind school-based mindfulness programs, we are excited to have two educators share their experience fostering students’ executive function and social-emotional learning skills.

Suellen Inwood, M.S., director and co-founder of the Easton Country Day School, and her former student, Tessa Zimmerman, B.S., founder and executive director of Upstream Education(link opens in new tab/window), will speak on “Addressing Social and Emotional Learning and Enhancing Mindfulness” in their pre-recorded concurrent presentation at ResearchILD’s 37th Annual Executive Function Conference.

Participants will walk away from this session with concrete tools for helping students reduce their anxiety, build resilience, and enhance overall well-being.

Learn More

Has your school already implemented a mindfulness program to support students? What questions do you have about the research around best practices for mindfulness in schools? To learn more, we invite you to attend ResearchILD’s 37th Annual Executive Function Conference on November 3 and 4, 2022, to hear from these presenters and more.

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Categories
EF Conference Recommendations Social-Emotional Learning

Creating Sanctuary Classrooms

Teacher working with two students

At ResearchILD’s 37th Annual Executive Function Conference this November, we are thrilled to feature George Scott, Ed.S., LMFT, who will share ways educators can create nurturing classrooms for students facing developmental trauma and toxic stressors in his presentation titled, “Creating Sanctuary Classrooms: The Impact of Adverse Childhood Experiences on Learners.”

About Mr. Scott

In addition to practicing as a Licensed Marriage and Family Therapist (LMFT) at the Center of Counseling Services LLC in New Jersey, Mr. Scott is certified in Post Traumatic Stress Management (PTSM) and serves as a state-wide Resource Coordinator for the Traumatic Loss Coalition for Youth Program and Rutgers University Behavior Health Care (UBHC). Mr. Scott’s accolades also include his roles as Adjunct Professor at the Counselor Education Department at The College of New Jersey (TCNJ) and Senior Presenter for his affiliate business practice Minding Our Children↗(link opens in new tab/window), which focuses on fostering understanding in adults regarding how to raise healthy and resilient children.

Creating Healing Classrooms

Mr. Scott has over 50 years of experience working in the field of special education and sharing his expertise in youth mental health with educators and administrators across the country. His philosophy that “all adults have the power within them to improve the lives of children” drives his belief in the power of educators to be effective and transformative “minders(link opens in new tab/window)”↗ of student well-being.

With decades of experience partnering with schools, Mr. Scott knows educators face intense demands in numerous aspects of their jobs. In his presentation at the 37th Annual Executive Function Conference, Mr. Scott will share with attendees practical ways educators can provide children spaces to heal and thrive.

Learn More

You can learn more about George Scott and his work:

  • Visit his personal webpage↗(link opens in new tab/window) and Minding Our Children’s website↗(link opens in new tab/window).
  • Watch his interview↗(link opens in new tab/window) with the New Jersey School Boards Association on the impact of Adverse Childhood Experiences (ACEs) on students.
  • Attend ResearchILD’s 37th Annual Executive Function Conference to hear Mr. Scott speak about “Creating Sanctuary Classrooms: The Impact of Adverse Childhood Experiences on Learners.”

Looking to build your executive function toolkit? Join us for the Executive Function Summer Summit (July 26, July 28, August 2, and August 4) and the SMARTS Executive Function Summer Workshop (August 9, August 11). All summer professional development opportunities are available online via Zoom and through recorded sessions.

  • Taylor McKenna, M.A., M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org

Categories
ADHD EF Conference Social-Emotional Learning

Smart but Stuck: Executive Function, Attention, and Emotion

Student concentrating on a game

At ResearchILD’s 37th Annual Executive Function Conference this November, we are honored to feature a session on “Smart but Stuck: Executive Function, Attention, and Emotion” from Thomas E. Brown, Ph.D., Director of Brown Clinic for Attention and Related Disorders in Manhattan Beach, California, and Professor of Psychiatry and Neuroscience at the University of California Riverside School of Medicine.

About Dr. Brown

Dr. Brown is a clinical psychologist who received his Ph.D. from Yale University. He specializes in assessment and treatment of high-IQ children, adolescents, and adults with ADHD and related problems. He opened the Brown Clinic for Attention and Related Disorders in Manhattan Beach, California, in June of 2017. In addition to presenting lectures and workshops, Dr. Brown has published more than 30 scientific articles in professional journals and is the author of the Brown Executive Function/Attention Rating Scales. He is also the author and editor of many books.

Emotions and ADHD

What role do emotions play in students with ADHD? Many students who are affected by ADHD-related executive function impairments enjoy a number of activities or hobbies where they do not display the same difficulty exercising certain executive function processes. Positive and negative emotions deeply affect a person’s ability to initiate tasks, sustain their attention, shift their interest, and engage their working memory processes.

At the 37th Annual Executive Function Conference, Dr. Brown will describe the critical role of emotions in ADHD and will provide information about assessment and interventions to help teachers and parents understand and effectively address these difficulties in students of all ages. 

Learn More

You can learn more about Dr. Brown and his work:

Looking to build your executive function toolkit? Join us for the Executive Function Summer Summit (July 26, July 28, August 2, and August 4) and the SMARTS Executive Function Summer Workshop (August 9, August 11). All summer professional development opportunities are available online via Zoom and through recorded sessions.

  • Caitlin Vanderberg, M.Ed., SMARTS Associate

SMARTS Executive Function Curriculum: smarts-ef.org

Research Institute for Learning and Development: researchild.org

The Institute for Learning and Development: ildlex.org