Executive Function Processes * Planning © Organizing * Prioritizing * Shifting * Accessing working memory * Checking FIGURE 1. Executive function: The funnel model. From Meltzer and Krishnan (2007). Copyright 2007 by The Guilford Press. Reprinted by permission. Process Definition Prioritizing - Ordering based on relative ‘importance Figuring out what's most importent Organizing Arranging information, systematizing ‘Moving and sorting information Using working Manipulating information mentally memory Juggling information in the brain Shifting Switching easly between approaches Looking agen, na brand-new way Self-monitoring/ Reviewing work for common errors Self-checking Recognizing and xing the most comin kinds of mistakes (ot, alc indicate “student iendly” definitions. Examples of Several Key Executive Function Processes Example ‘Ordering information for written work, ‘projects, and tests Separating main ideas from details on reading and writing tasks Using charts and graphic organizers for writing Using maps and webs for reading and writing ~ “Taking notes; completing multistep projects; completing math calculations mentally, thinking about themes while reading. Predicting diferent endings for novels Understanding different word meanings in Applying different problem-solving "approaches to word problems | | Using personalized checklists ‘Shifting to a checking mindset and back ‘Strategies for addressing the other executive function processes such as inhibition, selective atten- tion, and activation, are beyond the scope ofthis book8 UNDERSTANDING EXECUTIVE FUNCTION TABLE 1.2. Common Difficulties Experienced by Students with Executive Function Weaknesses Planning i + Planning and allocating time to the many steps involved in different assignments (e.., writing papers, ‘aking notes for history oF science, or completing long-term projects). ° Prioritizing F «Prioritizing by allocating more time and effort to major projects and test ‘+ Figuring out which details are critical and which details can be ignored when reading, taking notes, or writing essays ‘+ Estimating how much time to spend on reading and research versus output (¢. W editing, and layout) ‘ Organi ‘+ Organizing ideas, such as summarizing key ideas on strategy cards rather than rereading the text over and over + Organizing materials such as cass notes, textbooks, and study guides. ‘+ Organizing workspace (cg, reducing distractions and clutter). Shifting * Shifting flexibly from the major themes to the relevant details to meet the demands of the reading, writing, or studying task. ‘+ Using outlines suchas graphic organizers or linear outlines to get “unstuck” when wri projects. * Shifting between operations and between words and numbers for math computation or word problems. ‘Accessing Working Memory *+ Studying strategically s0 that complex information is retained oves time to prevent ike “Friday spelling test effect” (Meltzer et.al, 2006). Here, students remember facts and spelling for quizzes and tests, but do not connect concepts and cannot juggle the information mentally so they can access this information on a long-term basis. ‘+ Remembering to hand in completed assignments on time (eg, students with executive function difficulties often leave school with their homework still n ther bags). +, Remembering to bring necessary books and materials from school to home and back again. + Keeping in mind the importance of remembering to check and correct “careless errors” when writing papers, taking tests, or doing homework. Performing consistently across situa ng I ng Papers or ‘metacognition, or the ability to think about one’s own thinking and learning. Meta- cognition underlies students’ use of executive function processes and is discussed further in the next two sections of this chapter. WHY ARE EXECUTIVE FUNCTION PROCESSES SO IMPORTANT? My success i due to the strategies Tlearmed, as well as ny selFunderstanding and the confidence developed after used the strategies and got higher grades, —Sean, 11TH GRaDer _ ss a Academic success for all students, and particularly for students with learning dif- ficulties, is inextricably linked with their motivation, effort, persistence, academic j self-concept, and self-efficacy (Brunstein, Schultheiss, & Grassman, 1998; Helliwell, ?