Bright Child/Flexible Mind

Bright Child/Flexible MindReducing frustration in your school-aged child

Emma Cole/Shannon CrayPredoctoral Residents in Clinical PsychologyVirginia Beach City Public SchoolsDecember 7, 2011AgendaOverview of Executive FunctionsDevelopment of Executive FunctionsExecutive Functions and Gifted/Bright IndividualsInhibitionSet Shifting/Cognitive FlexibilityEmotion RegulationSummary: Keeping School Achievement in PerspectiveResourcesQuestions

Introduction Executive Function Those mental processes we use for sustaining problem-solving toward a goal (Luria, 1966)Self-regulation so as to choose, enact, and sustain actions over time toward goals, often in the context of other [goals], usually using social and cultural means so as to maximize ones longer-term welfare as the individual determines it to be. (Barkley, 2011)Complex neuropsychological construct that refers to the orchestration of goal-directed, intentional problem-solving skills.

Originally thought EF linked to PFC. A broader definition of executive function neuroanatomy now involves the concept of a frontal system in which the PFC coordinates activities with numerous other systems of the brain (e.g., the hypothalamus, the hippocampus, and the parietal, temporal, and occipital cortices). Functional development and emergence of executive function is thought to parallel the structural development of the frontal lobes (Anderson, Jacobs, & Anderson, 2008).3Overview of Executive FunctionsFunctions include:Working memory-hold information in memory to complete a task*Inhibition-control impulses, manage behaviorInitiation-begin a task, generate ideas*Emotional Control modulate emotionsAttention-pay attention to several components at oncePlanning- anticipate future events, set goals, and develop steps ahead of time to complete multi-step tasks*Shift- alter problem solving strategies and think flexibly to transition from one situation to anotherMonitor- check work and assess performance during or after finishing a task to ensure attainment of a goal(Gioia, Isquith, Kenworthy, & Barton, 2002)

Complex neuropsychological construct that refers to the orchestration of goal-directed, intentional problem-solving skills.

Originally thought EF linked to PFC. A broader definition of executive function neuroanatomy now involves the concept of a frontal system in which the PFC coordinates activities with numerous other systems of the brain (e.g., the hypothalamus, the hippocampus, and the parietal, temporal, and occipital cortices). Functional development and emergence of executive function is thought to parallel the structural development of the frontal lobes (Anderson, Jacobs, & Anderson, 2008).4Introduction Executive FunctionThe Conductor or The RegulatorThe orchestration of goal-directed, intentional problem-solving skills.Frontal lobes (PFC) coordinating activities with other areas of the brain.The conductor must disengage from the environment to coordinate actions.(Gioia, Isquith, Kenworthy, & Barton, 2002)Example: Getting dressed in the morning

Complex neuropsychological construct that refers to the orchestration of goal-directed, intentional problem-solving skills.

Originally thought EF linked to PFC. A broader definition of executive function neuroanatomy now involves the concept of a frontal system in which the PFC coordinates activities with numerous other systems of the brain (e.g., the hypothalamus, the hippocampus, and the parietal, temporal, and occipital cortices). Functional development and emergence of executive function is thought to parallel the structural development of the frontal lobes (Anderson, Jacobs, & Anderson, 2008).5Neuroanatomy of Executive Function

Complex neuropsychological construct that refers to the orchestration of goal-directed, intentional problem-solving skills.

Originally thought EF linked to PFC. A broader definition of executive function neuroanatomy now involves the concept of a frontal system in which the PFC coordinates activities with numerous other systems of the brain (e.g., the hypothalamus, the hippocampus, and the parietal, temporal, and occipital cortices). Functional development and emergence of executive function is thought to parallel the structural development of the frontal lobes (Anderson, Jacobs, & Anderson, 2008).

Inhibit, Shift, and emotional control-More medially involved brain regionsInitiate, Working Memory, Plan/Organize, Organization of Materials, Monitor: More laterally controlled brain regions.

6Development of Executive Functioning (Taken from Toplis & Neighbor)6-12 monthsImpulse control and self inhibitionEarly inhibition begins to be demonstrated1-2 yearsAbout 1 year can inhibit a response and shift to a new responseSome self monitoring and beginning ability to identify errors3-6 yearsGeneral increases in attention, self control, concentration and inhibitionGradual lessening in impulsivityOccasional perseverative behaviorsBy 6 years: is able to resist distractions and increase length of attention span7-9 yearsAble to screen out irrelevant stimuli from selected target for attention

Development of Executive Functioning Continued(Taken from Toplis & Neighbor)10 yearsBetter able to pay attention to a selected target and screen out unwanted informationImpulse control is nearing adult levels11-12 yearsAble to monitor and regulate actionsAttention is fairly matureLimits perseveration similar to an adultTemporary increase in impulsive behaviorsAdolescencePerseveration is rareWorking memory increases dramatically

As cited in Richard, G.J., Fahy, J.K., (2005). The source for Development of Executive Functions. East Moline, IL: Linguisystems

Executive Function and Gifted/Bright AdultsMost studies looking at the correlation between IQ and executive functioning have been conducted with adultsFew studies have examined how intelligence relates to executive functioning. Several of the studies that have been conducted show no correlation between IQ and executive functioning abilities. (Donders & Kirsch, 1991; Johnstone, Holland & Larimore, 2000)Those studies that do show correlations find that:

More Related to IQLess Related to IQConceptual problem solving abilityMotor tasksMental efficiencyConstructional tasksUpdating tasks (those requiring adding and deleting information in working memory)Perceptual tasksLanguage related skills 9Executive Functioning and Gifted/ Bright ChildrenStudies with children (ages 6-12) also show inconsistent findings.Some research has found that Full-Scale Intelligence accounts for about 912% of the variance in InhibitionSet-shifting/flexibilityVerbal and nonverbal fluencyOther research shows that executive functions improve with development throughout infancy, childhood, and adolescence and propose that IQ is a moderating variable on executive functioning skills. However, the moderating influence of intelligence on executive function performance in children remains unclear. (Arffa et al., 1998; Baron, 2003; Mahone et al., 2002

AgeIQExecutive Functioning AbilityModerator variables - "In general terms, a moderator is a qualitative (e.g., sex, race, class) or quantitative (e.g., level of reward) variable that affects the direction and/or strength of the relation between an independent or predictor variable and a dependent or criterion variable. a moderator variable is one that influences the strength of a relationship between two other variables

Example: psychotherapy may reduce depression more for men than for women, and so we would say that gender (M) moderates the causal effect of psychotherapy

varianceis a measure of how far a set of numbers is spread out10Inhibition What is it? The ability to not act on impulse or appropriately stop ones own activity at the proper time.(Taken from Toplis & Neighbor)Comprises 3 Processes:Inhibition of the dominant response (across verbal, motor, cognitive, and emotion domains)Perseveration (interrupting ongoing behavior)Interference control (protecting the other executive functions from distraction)(Taken from Barkley, 2011)

InhibitionDeficits in the School Setting Can Look Like:Impulsive behaviorResponding too quickly to instructor questionsRushing through seat workInappropriate verbalizations to peers or instructors (social disinhibition)Low frustration toleranceFidgetinessDifficulty Completing Assignments (Perseveration)Inhibition - ActivityExperiment: Pick a partnerImagine we give your child a marshmallow in a room for up to 20 minutes. Your child is promised a second marshmallow if the first one is left untouched until the adult returns. Discuss with your partner what your child would likely do; estimate how long your child would wait. Imagine yourself at that age. How would your behavior have been? Similar/different? (5 minutes)Group examples (5 minutes)The Marshmallow ExperimentDiscussion: ExpectationsInhibition Activity (continued)The Delay of Gratification Experiment (Mischel, Shoda, & Rodriquez, 1989)

Inhibition Activity (continued)The Delay of Gratification Experiment (Mischel, Shoda, & Rodriquez, 1989)Those 4-year-old children who delayed gratification longer in certain laboratory situations developed into more cognitively and socially competent adolescents, achieving higher scholastic performance and coping better with frustration and stress.Understanding of self-regulatory strategies also correlated with improved outcomes in adolescence.Distraction vs. Abstraction

Strategies for Parents - InhibitionProvide concise and easy to understand guidelines for completing schoolwork.Agree upon and establish a set of expectations; consider posting visually.Limit distractions.Provide a consistent, structured environment.Provide specific, realistic time-limited periods for completing homework assignments with breaks in between.

Strategies for Students - InhibitionTeach response delay techniques, such as counting before responding.Stop and Think methods.Frequent breaks.Peer role models, cross age tutoring.Limit time in unstructured settings.Request seating near the teacher.Use of a fidget tool (e.g., stress ball) in the classroom.Keep long-term goals on the radar/in focus

Cognitive Flexibility/Set Shifting: What is it?Cognitive flexibility is also known as Set ShiftingThe ability to alter problem solving strategies and to think flexibly. Including: the ability to change focus, adapt to changing conditions or revise plans in the face of obstacles, new information or mistakes. Changing approach to a problem based on errors

Cognitive Flexibility/Set Shifting: In the ClassroomDeficits in flexibility in the classroom are often seen as: Difficulty stopping one activity and beginning another after being instructed to do soTendency to stay with one plan or strategy even after it is shown to be ineffectiveRigid adherence to routinesRefusal to consider new information

Development of Cognitive Flexibility(Taken from Toplis & Neighbor)2-4 years2 years: knowledge of rules Unable to shift or alter behavior Rely on perseveration3 years: Can shift behaviors to adapt to knowledge of rules but only to one rule at a time4 years: Begin to shift between two simple task sets Has difficulty when response sets increase in complexityGreater task completion because of increased mental flexibility

5-6 yearsDifficulty shifting between multiple rules with verbal prompts6 year olds: Have sharp increase of mental flexibility Perseveration decreases Increasing ability to learn from mistakes and generate new strategies for solving simple problems

3 years: can sort by color or shape-can only sort shapes or colors when asked to make piles, cant do both.20Development of Flexibility Continued (Taken from Toplis & Neighbor)7-9 yearsStruggles with shifting behavior sets that are contingent on multiple demands8 years: Increased focused, sustained attention, ability to shift attention9 years: More success shifting from rules or sets depending on multiple or changing demands

10-12 yearsImprovement in ability to shift between multiple tasks Decline in perseverationGreater ability to learn from mistakes Create alternative strategies for multidimensional problems

AdolescenceCognitive flexibility is fairly maturePerseveration is rareFlexibility or the ability to change between performance demands and initiate deliberate behaviors is greatly improved

Cognitive Flexibility and Bright StudentsRecent work suggests that gifted children with diagnosed executive functioning difficulties are predisposed to exhibit a state of "hyperfocus. While this can be positive in terms of task persistance, it becomes a problem when the child is asked to shift from one task to another. Some studies have shown that about 9-10% of the variance in set shifting abilities can be attributed to IQ.How Flexible Are You?The Stroop Color and Word Test (Golden, 1978). Has three trials: First, the participant rapidly reads color words. Second, the participant rapidly names the color of Xs printed in colored ink. Third, the participant must say the color of ink words are printed in. Measures: Inhibition and Set Shifting

Video of the Stroop Task

Now you do it!

Stop Watch

Flexibility/Set Shifting Brain RegionsFMRI and the Wisconsin Card Sort

fMRI while subjects did the WCST

left superior prefrontal cortex activates selectively on the initial shifts. The inferior prefrontal cortex was significantly activated on both the initial and subsequent shifts. The superior prefrontal activation distinguishable from the conventional inferior prefrontal activation suggests a selective role of this region in performance of the WCST in naive subjects.

24Study ResultsOverall Brain Activation: Right and left inferior frontal sulcus (Konishi, Nakajima, Uchida, Kameyama, Nakahara, Sekihara, & Miyashita, 1998) Initial shifts: Left superior and inferior prefrontal cortex (Castellanos, X., Sonuga-Barke, E., Milham, M., & Tannock, 2006)Following shifts: Inferior prefrontal cortex

Strategies For Parents - FlexibilityIf your child has difficulty moving from one activity to another:TimerHave your child help you set a timer denoting the length of the current activityGive them warnings at 10, 5, and 1 minutes remaining Have a daily and weekly routine in placeYoung children sometimes do better if this routine is represented visuallyEven older children will do better if they know what is expected of them is the same each weekHomework scheduleAdvanced warning should be given if something in routine is different (e.g. doctors appt.)Moving from one task type to another (e.g. math to reading)Make up some practice items of the next task type for your child to warm up on

Can build flexibility and set shifting by having two different but set routines and gradually intermix them. 26Strategies for Parents - FlexibilityHave difficulty problem solving or finding alternate ways of doing thingsHave your child think aloud, think aheadHave the child say out loud what task, assignment, or problem they have to doHave the child say aloud all the strategies/ways they could use to solve the problemHave the child describe their plan as they do itHave the child assess the outcome. If its not correct, have them go back and select one of their alternate strategies and work it through out loud. Parent should model the method first and help children learn to complete it

Strategies for Parents - FlexibilityHave difficulty problem solving or finding alternate ways of doing thingsOften bright children believe that they need to know the correct answer the first timePraise children for using a well thought out method to arrive at an answer even if it is not correctSometimes HOW we get the answer is more important than the answer itselfDiscuss multiple meanings of jokes, riddles, and punsCompare current situations to past ones: compare and contrastAsk probing questionsProbe for the correct answer after allowing a child sufficient time to work out the answer to a question. Count at least 15 seconds before giving the answer or moving onto another problem. Ask follow up questions that give children an opportunity to demonstrate what they know.

Strategies For Students - FlexibilityUse a planner to write down the daily activities/homework so you can prepare for what you have to do each day.Clump homework together by similar type. It may be easier for children with flexibility difficulties to finish one type of activity before going onto another type.Set a timer and allow yourself only that amount of time to complete an assignment or conversely take a break.Write common problem solving strategies on notecards. When approaching a problem pick the strategy you think is most likely to work out first. If it doesnt work, pull another.Make or ask teachers for outlines and rubrics of assignments so its easier for you to know whats expected and how you need to sequence the assignment.Ask teachers for a time estimate for completion of the task.If possible, obtain study questions for exams that demonstrate the format as well as the content of the test. Then try to explain what constitutes a good answer and why.

Emotional Control What is it?Modulating / controlling ones own emotional response appropriate to the situation or stressor. (Taken from Toplis & Neighbor)

Video - Controlling EmotionsDiscussionIncorporate all executive functions discussed:Which were used effectively/ineffectively?What could Homer have done differently?

Emotion ControlDeficits in the School Setting Can Look Like:Is too easily upset, small events trigger big emotional response, explosive.Peer difficultiesDiscipline problems

Strategies for Parents Emotion Control The Frontal Lobe ProsthesisProsthetic Frontal Lobe (Voeller, 2004)Adults anticipating consequences and providing response guidelinesSet up Conditions rather than TeachFacilitate the development of control: Allow student to:Take calculated risksExperience the outcomeReflect on self-regulation ability, especially limitsBecome more sensitive to future risk-taking opportunities and ability within themselves to manage.(Taken from Meltzer, 2007)Strategies for Parents Emotion ControlUnderstand the ABCs of behaviorWhat are the antecedents of a meltdown?How can antecedents be managed?Rewards vs. ConsequencesModel appropriate behavior.If student responds with emotional outburst to school work, consider returning to mastery level or adjust academic demands.Goal is to build tolerance and reduce reactivity to stressful situations or fluctuations in workload.

Strategies for Students Emotion ControlReview inhibition options.Provide opportunities to talk about upcoming events.Teach concrete/simple metaphor to increase emotional monitoring such as thermometer for measuring anger.

Emotion Control Strategies(Wagner, 2002)

Wrapping Up: Keeping School Achievement in PerspectiveAll children have strengths and weaknesses Praise children for effort, not for gradesSometimes it is the process that is important, not the answerRelax and Enjoy the Ride! Sometimes sitting back and just supporting your children as they find their way is the most important thing you can do as a parentIts important to use the strategies weve suggested as supportive aids. If they are causing more stress than help ask your childs classroom teacher for other suggestions as to how you can appropriately help your child get on track!

Resources/StrategiesParent Strategies Hand-Out from Taking Charge of ADHD: The Complete Authoritative Guide for Parents by Russell Barkley, Ph.D.Student Strategies Hand-Out from Taking Charge of ADHD: The Complete Authoritative Guide for Parents by Russell Barkley, Ph.D.Smart but Scattered: The Revolutionary "Executive Skills" Approach to Helping Kids Reach Their Potential by Peg Dawson and Richard GuarePromoting Executive Function in the Classroom: What Works for Special-Needs Learners by Lynn Meltzer, Ph.D.Worried No More: Help and Hope for Anxious Children by Aureen P. Wagner, Ph.D. Late, Lost, and Unprepared: A Parents' Guide to Helping Children with Executive Functioning by Joyce Cooper-Kahn, Ph.D. and Laurie Dietzel, Ph.D.Test Success: Test-Taking and Study Strategies for All Students, Including Those with ADD and LD by Blythe Grossberg, Psy.D.This book was designed to help students find efficient and effective ways of studying and test-taking geared to their learning styles. One section of the book covers how students can best prepare for math tests, which cause a great deal of anxiety among many middle and high school students.

Works CitedArdila, A., Pineda, D., & Rosselli, M. (2000). Correlation between intelligence test scores and executive function measures. Archives of Clinical Neuropsychology, 15(1), 3136. Arffa, S. (2007). The relationship of intelligence to executive function and non-executive function measures in a sample of average, above average, and gifted youth. Archives of Clinical Neuropsychology, 22, 969978 Arffa, S., Lovell, M., Podell, K., & Goldberg, E. (1998). Wisconson Card Sorting Test performance in above average and superior school children: Relationship to intelligence and age. Archives of Clinical Neuropsychology, 13, 713720Barkley, R. (2011). A new look at ADHD: Treatment for multiple mental health disorders & emotional regulation. Retrieved November 21, 2011, from http://online.pesi.com/catalog/catalog.asp?UGUID=&CategoryID=&ItemID=20111005-272095-74700.Baron, I. (2003). Neuropsychological evaluation of the child. New York, NY: Oxford University Press.Castellanos, X., Sonuga-Barke, E., Milham, M., and Tannock, R. (2006). Characterizing cognition in ADHD: Beyond executive dysfunction. TRENDS in Cognitive Sciences, 10(3), 117-123. Friedman, N. P.,Miyake, A., Corley, R. P., Young, S. E., DeFries, J. C., & Hewitt, J. K. (2006). Not all executive functions are related to intelligence. Psychological Science, 17(2), 172179. Gioia, G., Isquith, P., Guy, S., & Kenworthy, L. (2000). Behavior Rating Inventory of Executive Function. Odessa, FL.: Psychological Assessment Resources.Konishi, S., Nakajima, K., Uchida, I., Kameyama, M., Nakahara, K., Sekihara, K., and Miyashita, Y. (1998). Transient activation of inferior prefrontal cortex during cognitive set shifting. Nature Neuroscience, 1(1), 80-84.Meltzer, L. (2007). Executive function in education. New York: Guilford Press.Mischel, Shoda, & Rodriquez. (1989). Delay of gratification in children. Science, 244, 933-938.Seidenberg, M., Giordani, B., Berent, S., & Boll, T. (1983). IQ level and performance of the HalsteadReitan Neuropsychological Test battery for older children. Journal of Consulting and Clinical Psychology, 51(3), 406413.Toplis, R. and Neighbor, J. Stratgies and interventions: Brain injury and executive functioning. PowerPoint Presentation: http://cokidswithbraininjury.com/resources/Wagner, A. (2002). Worried no more: Help and hope for anxious children. North Carolina: Lighthouse Press.

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