EF F Defi ficits Across Disabili1es ADHD Au&sm Spectrum - - PowerPoint PPT Presentation

EF F Defi ficits Across Disabili1es

• ADHD
• Au&sm Spectrum Disorders
• Toure3e Syndrome
• Conduct Disorder
• Turner’s Syndrome
• Klinefelter Syndrome
• Fragile X
• Down’s Syndrome

Assessing Execu1ve Fu Func1oning

Wisconsin Card Sort Tower of Hanoi

One mo more…

Stroop Test Parent/Teacher Report

• Behavior Ra&ng Inventory of

Execu&ve Func&on (BRIEF)

Comp mponents of Execu1ve Fu Func1oning

• Do not appear at the same level of mastery within an individual
• Have different developmental trajectories occurring at different rates
• Working memory, ini&a&on and organiza&on more impaired in ASD as they

age

• Manifest differently in dis&nct disorders
• Inhibi&on less impaired in au&sm than ADHD
• Planning more impaired in au&sm than ADHD
• EF skills are more strongly associated with school readiness than IQ

Interven1ons for EF

For typically developing and those with mild disabili&es, teaching strategies that enhance EF processes such as goal seSng, planning, organizing, priori&zing, shiTing strategies flexibly and self-checking improves student performance For those with more significant disabili&es, effec&ve methods to improve EF significantly are elusive Research has shown minimal gains and no long term effects.

Modifica1ons and Accommoda1ons

• Changing, lowering or reducing learning expecta&ons is usually

referred to as a modifica&on (alterna&ve assessment).

• Accommoda&ons are intended to lessen the effects of a student's

disability and level the playing field to demonstrate expecta&ons

Typical Accommoda1ons for EF Issues

• Vary ac&vity oTen
• Reduce/minimize distrac&ons
• Extend/adjust &me
• Allow frequent breaks
• Provide checklists and visual schedules
• Assis&ve technology
• Taped text, highlighted materials, using calculators, computers, special equipment,

communica&on devices

• Assignments
• Give direc&ons in small dis&nct steps, easier formats (matching), series of small assignments,

give oral/visual cues or prompts, oral responses, adapt/simplify text for understanding.

• Reinforcement
• Concrete reinforcement, check for understanding (training trials)

Typical Modifica1ons for EF Issues

• Use specialized curriculum wri3en at a lower level of understanding
• Modify content areas by simplifying vocabulary, concepts, and

principles

• Adapt ac&vi&es with simplified vocabulary/concepts

Not a “Field of Dreams” or “One Size Fits All”

• Student must be taught skills to use accommoda&ons and have many

prac&ce opportuni&es prior to assessment

• Accommoda&ons must be individualized to the needs of the child
• What accommoda&ons does the child regularly use in the classroom?
• What accommoda&ons has the child been willing to use?

Ques&ons?