a five dimensional model of executive function: cognition
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9/15/2016
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Jack A. Naglieri, Ph.D.Research Professor, University of Virginia
Senior Research Scientist, Devereux Center for Resilient Childrenjnaglieri@gmail.com
www.jacknaglieri.com
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A Five Dimensional Model of Executive Function: Cognition,
Behavior, Social-Emotional,Academics, & Impairment!
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Resources and Disclosures
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www.jacknaglieri.com
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` General information
` Copies of presentations, research and book chapters
` To ask a question
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My Background¾Interest in intelligence and instruction¾Experiences at UGA¾Test development¾Need for science to support practice¾Psychometrics¾My personal perspective on being a
researcher and test developer¾Evidence based interpretation¾My experience being tested…
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Today’s Session¾Introduce yourself to your neighbors
• We will be discussing various topics today and you need to know who your talking tox Name (write it down so you remember)x What they dox Share a something about yourself relative to EF
¾Group Members• Spokesperson• Timer• Organizer
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Presentation Outline¾Comprehensive Model of EF
• Historical Perspective• Definitions of Executive Function
¾EF as Behavior¾EF as an Ability (an intelligence)¾EF as Social Emotional Skills¾Impairment and EF¾Research about EF as ability, behavior, and SE¾Think Smart! -- EF Skills in the Classroom or Clinic
• More lesson plans for improving components of EF¾Conclusions
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EF Lesson on Saturday Night Live¾We will begin by learning about how EF can
be taught to students, using one of the lessons in the project I’m working on¾The lessons teach aspects of EF and are
structured as follows:• STEP 1 – View the video• STEP 2 – Discuss the video with the person
sitting next to you.• STEP 3 – Share your ideas with everyone
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EF Lesson on Saturday Night Live
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EF Lesson on Saturday Night Live¾STEP 1 – View the video¾STEP 2 – Discussion of the video with
someone sitting next to you.¾STEP 3 – Share your ideas with everyone
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Time to Think and Talk¾Task: ¾Talk with your partner(s)¾What was the main point ?¾Was the goal achieved ?¾Why was it so hard to get
the students to think?¾Your own questions and
thoughts..
4minutes
left
START
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History Class: Saturday Night Live¾STEP 1 – View the video¾STEP 2 – Discussion of the video with
someone sitting next to you.• Consider:x What was the main point ?x Was the goal achieved ?x What did the teacher do wrong ?x Your own questions and thoughts..
¾STEP 3 – Share your ideas with everyone
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History Class: SNL
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History Class: Student Comments¾ ‘The teacher was frustrated because the
students weren’t thinking about what he was saying’
¾ ‘They should have paused before responding so that they could think’
¾ ‘When you feel pressure you’ll say anything if you don’t know the answer’
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History Class: Student Comments¾‘The way teachers run the class stops you
from thinking because they tell you there is only one way to do something – but it’s a fact that there is more than one way to solve a problem’¾‘That’s what I like about this class, there are
different ways to solve the problems’¾‘We need to know why the teacher is
getting us to learn history’
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History Class: Saturday Night Live¾Teach students to think not just remember¾How to learn is just as important as what to
learn¾This is what Executive Function is all about¾This is the theme of today’s workshop
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Meltzer (2010)¾‘Classroom instruction generally focuses on
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content (or the what to know), rather than on the how to do or learn…and does not address metacognitive strategies that teach students to think about how they think and learn’.
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Why this Workshop on EF?¾Executive Function (EF) is the most
important ability we have, because it provides us a way to decide how to do what we choose to do to achieve a goal¾The best news is that EF can be taught¾ Instruction that improves EF will affect
children’s ability to learn, their behavior, and their social skills.¾Improving EF will change a student’s life
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Executive Function Goals¾Today we will be thinking about thinking¾I will be teaching you how to help people
learn to do the things they want to do¾The goal is to help students learn more by
encouraging them consider how they do what they decide to do¾The goal is to engage the frontal lobes
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Presentation Outline¾Comprehensive Model of EF
• Historical Perspective• Definitions of Executive Function
¾EF as Behavior¾EF as an Ability (an intelligence)¾EF as Social Emotional Skills¾Impairment and EF¾Research about EF as ability, behavior, and SE¾Think Smart! -- EF Skills in the Classroom or Clinic
• More lesson plans for improving components of EF¾Conclusions
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The Curious Story of Phineas Gage
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John Fleischman’s book “Phineas Gage: A Gruesome but True Story About Brain Science” is an excellent source of information about this person, his life, and how this event impacted our understanding of how the brain works; and particularly the frontal lobes.
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The Curious Story of Phineas Gage
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¾ September 13, 1848 26 year old Phineas Gag was in charge of a railroad track construction crew blasting granite bedrock near Cavendish, Vermont
¾The job Phineas has is to use a “tamping iron” to set explosives
¾The tamping iron is a rod about 3 ½ feet long weighing 13 ½ lbs pointed at one end
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Fleishman (2002, p 70)
¾From Damaiso (1994) article in Science
¾The rod passed through the left frontal lobe, between the two hemispheres, then to left hemisphere
¾The damage was to the front of the frontal cortex more than the back, and the underside more than the top
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Fleishman (2002)
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Before . . . & . . . After¾ After the accident his
ability to direct others was gone, he had considerable trouble with decision making, control of impulses and interpersonal relationships –management of intellect, behavior and emotion
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¾ Before the accident ‘he possessed a well-balanced mind, was seen as a shrewd, smart business man, very energetic and persistent in executing all his plans of operation’ (p 59)
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A Bit of EF Neuroanatomy¾The case of Phineas Gage led to a better
understanding of the frontal lobes; in particular the pre-frontal cortex. ¾Rich cortical, sub-cortical and brain stem
connections.
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More Specifically
¾The dorsolateral prefrontal cortex is involved with the ability to plan, shift set, organize remember and solve novel problems.
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¾That is: planning and decision making, self monitoring, self correction, especially when responses are not well-rehearsed or contain novel sequences of actions.
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The Curious Story of Phineas GageThe Skull of Phineas Gage is at Harvard’s Warren Anatomical Museum
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Frontal Lobes and Executive Function(s)
What do we mean by the term Executive Function(s)?
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Executive Function (s)¾In 1966 Luria first wrote
and defined the concept of Executive Function (EF)¾He credited Bianchi
(1895) and Bekhterev(1905) with the initial definition of the process
281902 - 1977
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Executive Functions¾ Elkhonon Goldberg
provides a valuable review of what the frontal lobes do
¾ Describes EF as the orchestra leader
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http://www.elkhonongoldberg.com/
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Goldberg (2009, p. 4)¾ “The frontal lobes … are liked to
intentionality, purposefulness, and complex decision making.”
¾ They make us human, and as Luria stated, are “the organ of civilization”
¾ Frontal lobes are about …”leadership, motivation, drive, vision, self-awareness, and awareness of others, success, creativity, sex differences, social maturity, cognitive development and learning…”
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What is Executive Function(s)There is no formal excepted definition of EF
• We typically find a vague general statement of EF (e.g., goal-directed action, cognitive control, top-down inhibition, effortful processing, etc.).
• Or a listing of the constructs such asx Inhibition, x Working Memory, x Planning,x Problem-Solving,x Goal-Directed Activity, x Strategy Development and Execution, x Emotional Self-Regulation, x Self-Motivation
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Goldstein, Naglieri, Princiotta, & Otero (2013)¾Executive function(s) has come to
be an umbrella term used for many different “abilities”-- planning, working memory, attention, inhibition, self-monitoring, self-regulation and initiation -- carried out by pre-frontal lobes. ¾We found more than 30 definitions
of EF(s)
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Executive ExecutiveFunction Functions
¾ EF has threecomponents: inhibitory control, set shifting (flexibility), and working memory (e.g., Davidson, et al., 2006).
¾ Executive Functions is a multidimensionalmodel (Friedman et al., 2006) with independent abilities(Wiebe, Espy, & Charak, 2008).
¾ EF has is a unitaryconstruct (Duncan & Miller, 2002; Duncan & Owen, 2000).
¾ EF is unidimensional in early childhood not adulthood.
¾ Both views are supported by some research (Miyake et al., 2000) EF is a unitary construct … but with partially different components.
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Executive Function(s)¾Given all these definitions of EF(s) we
wanted to address the question…Executive Functions … orExecutive Function?
¾One way to answer the question is to research the factor structure of EFbehaviors ¾ Factor structure of the Comprehensive
Executive Function Inventory (CEFI)34
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CEFI (Naglieri & Goldstein, 2012)
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CEFI Full Scale (100 items)1. Attention 2. Emotion Regulation3. Flexibility4. Inhibitory Control5. Initiation6. Organization7. Planning 8. Self-Monitoring9. Working Memory
1. Consistency Index 2. Negative
Impression3. Positive Impression
CEFI Parent Rating Scale (Ages 5-18)
CEFI Teacher
Rating Scale (Ages 5-18)
CEFI Self-Rating Scale
(Ages 12-18)
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EXPLORATORY FACTOR ANALYSES
¾The normative samples for parents, teacher, and self ratings were randomly split into two samples and EFA conducted using • the item raw scores• nine scales’ raw scores
¾The sample …
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CEFI Standardization Samples¾Sample was stratified by
• Sex, age, race/ethnicity, parental education level (PEL; for cases rated by parents), geographic region
• Race/ethnicity of the child (Asian/Pacific Islander, Black/African American/African Canadian, Hispanic, White/Caucasian, Multi-racial by the rater
• Parent (N=1,400), Teacher (N=1,400) and Self (N=700) ratings were obtained
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EXPLORATORY FACTOR ANALYSES90 Items: factor analysis clearly indicted that one factor was the best solution
0
10
20
30
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50
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Factor1
Factor2
Factor3
Factor4
Factor5
ParentsTeachersSelf
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Nine item groups: Attention, Emotion Regulation, Flexibility, Inhibitory Control, Initiation, Organization, Planning, Self-Monitoring, and Working Memory scales form one factor
0123456789
Factor 1Factor 2Factor 3Factor 4Factor 5
Parents
Teachers
Self
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EXPLORATORY FACTOR ANALYSES
¾Coefficients of Congruence – are all very high indicating that the 12 comparisons of factor solutions yielded very similar findings
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Nearly identical factor solutions
(ALL ONE FACTOR) by
Gender, Race/Ethnic, Age
and Clinical/typical
status
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Adult CEFI Normative Samples
¾Self and Observer results: 1 factor
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EXPLORATORY FACTOR ANALYSES
¾Conclusions• CEFI: Parent (N=1,400), Teacher (N=1,400)
and Self (N=700), • CEFI Adult: Self (N = 1,600) and Observer
(N = 1,600) ratings• From nationally representative samples
aged 5 to 80 years (N = 6,700) indicates .. Executive Function best describes the concept
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EF and its components¾Abilities, cognitive processes, and behaviors
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Executive Function
Emotion Regulation Inhibition
Planning Self-Control
Self-Monitoring Organization
Initiation And more?
Flexibility
Attention
Impulse Control
Working Memory
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Naglieri & Goldstein, 2012¾Executive Function is: how you do what you
decide to do.
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Select a Plan
Modify if NecessaryIf
Goa
l is
Met
Problem Solved
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Does a13 month old have EF?
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Age 19 months: Knowledge & EF
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EF’s Learning Curves (Naglieri & Otero, 2017)
¾ Learning depends upon instruction and EF¾At first, EF plays a major role in learning¾When a new task is learned and practiced it
becomes a skill and execution requires less EF
Novel Task Well Learned Task
Over time and with experience
Maximum Use
Minimum Use
Role of Knowledge and SkillsRole of EF
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Executive Function Involves¾“How you decide what to do”
demands…• Initiation to achieve a goal, planning and
organizing parts of a task, attending to details to notice success of the solution, keeping information in memory, having flexibility to modify the solution as information from self-monitoring is received and demonstrating emotion regulation (which also demands inhibitory control) to ensure clear thinking so that the task is completed successfully.
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Which Lemming has good EF?
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EF: ability, behavior, social-emotional skill?
All are reflections of FRONTAL LOBE activity
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Brain, Cognition, & Behavior¾EF ability is provided by the Frontal Lobes
of the brain (an intelligence)¾EF behaviors are the result of experiences
that influence likelihood that a person is strategic when doing things¾EF Emotions are the result of learning¾It is very important to measure EF Behaviors
and EF Ability and Emotion because they may be different
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Presentation Outline¾Comprehensive Model of EF
• Historical Perspective• Definitions of Executive Function
¾EF as Behavior¾EF as an Ability (an intelligence)¾EF as Social Emotional Skills¾Impairment and EF¾Research about EF as ability, behavior, and SE¾Think Smart! -- EF Skills in the Classroom
• More lesson plans for improving components of EF¾Conclusions
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A look at some EF Rating Scales
From Handbook of Executive Function (Goldstein & Naglieri, 2014)
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Review of Rating Scales
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Psychometrics of EF Rating Scales
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¾Five published rating scales were compared
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Comprehensive Executive Function Inventory (CEFI)Jack A. Naglieri Sam GoldsteinA rating scale designed to measure behaviors association with Executive Function for ages 5-18 years rated by a parent, teacher, or the child/youth.
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CEFI Characteristics¾CEFI is a strength based
measure of EF¾Items are positively worded¾Higher scores = more good
behaviors related to EF¾Calibrated using mean of
100 SD of 15
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CEFI Normative Samples¾1,400 ratings by Parents for children aged 5-18
years¾1,400 ratings by Teachers for children aged 5-
18 years¾700 ratings from the self-report form for those
aged 12-18 years¾There were equal numbers of ratings of or by
males and females ¾Stratified according to the 2009 US Census by
race/ethnicity, parental education, region, age, and sex
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CEFI Administration & Scoring
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CEFI Administration & Scoring Methods
Paper and Pencil Administration
Hand Scoring Using CEFI Record Form
Examiner enters responses in MHS
Online Assessment Center:
Automated scoring and report
Online Administration
Examiner enters responses into CEFI
Scoring Software Program:
Automated scoring and report
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CEFI Forms¾The Comprehensive
Executive Function Inventory (CEFI) measures behaviors associated with Executive Function (EF) for ages 5 to 18 years.
¾The CEFI is completed by a parent, teacher, or the child/youth.
¾Each form yields a Full Scale score and 9 separate content scales
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CEFI Items by Scale
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CEFI Items by Scale
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CEFI Items by Scale
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One Factor and 9 Scales?¾NOTE: EF is a unidimensional
concept¾Use the Full Scale to answer
the question “Is the child poor in EF or not?”¾Use the 9 scales to identify
the specific groups of items that represent 9 different types of behaviors that can be addressed by Intervention
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CEFI Characteristics¾Automated scoring and
reporting includes intervention suggestions ¾Scores are based on
nationally representative normative sample that is representative of the US
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CEFI Normative Samples¾1,400 ratings by Parents for children aged 5-18
years¾1,400 ratings by Teachers for children aged 5-
18 years¾700 ratings from the self-report form for those
aged 12-18 years¾There were equal numbers of ratings of or by
males and females ¾Stratified according to the 2009 US Census by
race/ethnicity, parental education, region, age, and sex
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CEFI Administration & Scoring
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CEFI Administration & Scoring Methods
Paper and Pencil Administration
Hand Scoring Using CEFI Record Form
Examiner enters responses in MHS
Online Assessment Center:
Automated scoring and report
Online Administration
Examiner enters responses into CEFI
Scoring Software Program:
Automated scoring and report
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CEFI Full Scale (100 items)1. Attention 2. Emotion Regulation3. Flexibility4. Inhibitory Control5. Initiation6. Organization7. Planning 8. Self-Monitoring9. Working Memory
1. Consistency Index 2. Negative
Impression3. Positive Impression
CEFI Parent Rating Scale (Ages 5-18)
CEFI Teacher Rating Scale (Ages 5-18)
CEFI Self-Rating Scale (Ages 12-18)
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One Factor and 9 Scales?¾NOTE: EF is a unidimensional
concept¾Use the Full Scale to answer
the question “Is the child poor in EF or not?”¾Use the 9 scales to identify
the specific groups of items that represent 9 different types of behaviors that can be addressed by Intervention
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CEFI Full Scale and Treatment Scores
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Free Use of CEFI: http://info.mhs.com/cefi
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Free Use of CEFI: mhs.com/cefi
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CEFI Interpretive Report
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CEFI Interpretive Report
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CEFI Interpretive Report
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Report
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Intervention Strategies are provided for each of the 9 CEFI scales
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Time to Think and Talk¾Task: ¾Discuss in your groups
• EF as a single concept • Other ideas
¾Your own questions and thoughts..¾Report to the audience
4minutes
left
START
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Presentation Outline¾Comprehensive Model of EF
• Historical Perspective• Definitions of Executive Function
¾EF as Behavior¾EF as an Ability (an intelligence)¾EF as Social Emotional Skills¾Impairment and EF¾Research about EF as ability, behavior, and SE¾Think Smart! -- EF Skills in the Classroom
• More lesson plans for improving components of EF¾Conclusions
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EF is a Brain-Based Ability¾EF is an ability by virtue of its relationship to
the brain¾Because there is a relationship between
BRAIN FUNCTION and BEHAVIOR, behaviors tell us about the ABILITY (sometimes…)¾EF skills are the result of EF Ability and well
practiced behaviors that reflect EF• Not all abilities and not all behaviors involve EF
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A Theory of Learning
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Brain, Cognition, & Behavior¾The brain is the seat of abilities called PASS¾These abilities comprise what has been described
as a modern view of intelligence (Naglieri & Otero, 2011)
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Attention
Simultaneousprocessing Ability
Successive Processing Ability
Planning abilityNaglieri, J. A. & Otero, T.
(2011). Cognitive Assessment System: Redefining Intelligence from A Neuropsychological Perspective. In A. Davis (Ed.). Handbook of Pediatric Neuropsychology (320-333). New York: Springer Publishing.
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IQ defined by BRAIN function
¾PASS theory is a modern way to define ‘ability’ (AKA – intelligence)
¾Planning = THINKING ABOUT THINKING
¾Attention = BEING ALERT
¾Simultaneous = GETTING THE BIG PICTURE
¾Successive = FOLLOWING A SEQUENCE
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The Brain and Intelligence as PASSPASS: A neuropsychological approach to intelligence based on three Functional Units described by A. R. Luria (1972)
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100 Years of Intelligence and IQhttp://www.jacknaglieri.com/cas2.html
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CAS2 (Ages 5-18 yrs.)
Interpretive Manual
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¾CAS2 Yields PASS and Full Scale score but ALSO
¾Executive Function which is the combination of a Planning and Attention subtests
¾Also: Working Memory, Verbal, Nonverbal and a Visual and Auditory comparison
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CAS2
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PASS Theory: Planning`Planning is a neurocognitive ability that a
person uses to determine, select, and use efficient solutions to problems• problem solving • developing plans and using strategies• retrieval of knowledge• impulse control and self-control • control of processing
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Planned Codes 1
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Planned Codes Page 2
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Math Strategies
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This work sheet encourages the child to use strategies (plans) in math such as: “If 8 + 8 = 16, then 8 + 9 is 17”
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PASS Theory: Planning
Naglieri, J. and Pickering, E., Helping Children Learn, 2003
Examples of classroom problems related to Planning• Using the same strategy even if it is not effective• Struggling with how to complete tasks• Not monitoring progress during a task• Misinterpretation of what is read
Planning• Evaluate a task• Select or develop a strategy to approach a task• Monitor progress during the task• Develop new strategies when necessary
yyyyy
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Efintheclassroom.net
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Antwerp train Station (2009)
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Planning Lesson Student responses
¾Q: What would you have to plan out?• They had to learn the dance steps (knowledge)• Someone had to start dancing (initiation)• Permission from train station (planning)
¾Q: What are the parts of a good plan? • Think of possible problems (strategy generation)• Organize the dance (organization)• Practice the dance steps (initiation)• Have a good idea of what to do (knowledge)
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Planning Lesson Student responses
¾Q3: How do you know if a plan is any good? • Put the plan in action and see if it works (self-
monitoring)• Give it a try (perhaps learn by failing)
1.Q4: What should you do if a plan isn’t working?1.Fix it. (self-correction)2.Go home ! (a bad plan)
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Planning Lesson Student responses
Q5: How do you use planning in this class?1.We don’t plan in this class2.Mrs. XXX does all the planning in this class so
you don’t have to think about planning
How might students react to being told that now they have to think and planning?
Like the Seinfeld video
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This Planning Lesson¾This lesson brings to light the important
distinction between planning over a long time (what was just shown) and real time planning
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EF Instruction¾We use posters
like this one to remind the students of the importance of PLANNING
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Encourage Planning¾ Helping Children Learn
Intervention Handouts for Use in School and at Home, Second EditionBy Jack A. Naglieri, Ph.D., & Eric B. Pickering, Ph.D.,
¾ Spanish handouts by TulioOtero, Ph.D., & Mary Moreno, Ph.D.
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Step 1 – Talk with Students
Jack A. Naglieri, Ph.D. jnaglieri@gmail.com
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Step 1 – Talk with Students
Jack A. Naglieri, Ph.D. jnaglieri@gmail.com
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PASS Theory`Attention is a neurocognitive ability that
a person uses to selectively attend to some stimuli and ignore others• selective attention• focused cognitive
activity over time• resistance to
distraction
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No Response
No Response
Response
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Attention Test Instructions: You will see words like
REDYour task: say the COLOR
(green) not the word (red)
READY ?106
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Expressive Attention - Italiano
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ROSSO BLU VERDE GIALLO
GIALLO VERDE ROSSO BLU
ROSSO GIALLO GIALLO VERDE
BLU VERDE ROSSO ROSSO
VERDE GIALLO BLU GIALLO
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Expressive Attention – Korean CAS
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� The child says the color not the word
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Attention
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This sheet has a strong Attention demands because of the similarity of the options
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PASS Theory: AttentionAttention¾ Focus on one thing and ignore others¾Resist distractions in the learning environment
Naglieri, J. and Pickering, E., Helping Children Learn, 2003
• Trouble focusing on what is important• Difficulty resisting distractions• Difficulty working on the same task for very long • Unable to see all the details• Providing incomplete or partially wrong answers
Examples of classroom problems related to Attention
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Efintheclassroom.net Attention Lesson¾Start by making students aware of what
attention is …¾View Attention video from Apollo Robbins¾Then provide Discussion
• What did you learn from this video?• How can you attend better?• How can you resist distractions better?
¾Then an Assignment – Make a list of times when you did well, and not so well, paying attention, noticing details, and resisting distractions.
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Efintheclassroom.net Attention Lesson
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Attention Lesson
114OK
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Time to Think and Talk¾Task: ¾Why do you think you were
tricked by this video?¾How do you decide what to pay
attention to, and what not to, in this class?
¾What are you biggest distractions in class?
¾What will you have the hardest time ignoring?
¾Your own questions and thoughts..
4minutes
left
START
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EF ability and the brain¾Planning and Attention have been included
in conceptualizations of Executive Function¾The next two abilities are not related to EF
• We will see what they are and …• See how we can improve performance when
these abilities are required by using EF (strategies) to improve performance
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PASS Theory
¾Simultaneous is a neurocognitive ability a person uses to integrate stimuli into groups• Parts are seen as a whole• Each piece of information is related to others• Visual spatial tasks like blocks and puzzles on
the Wechsler Nonverbal Scale• KABC Simultaneous Scale
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Progressive Matrices
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PASS Theory
¾Simultaneousprocessing is what Gestalt psychology was based on¾Seeing the
whole
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Verbal-Spatial Relations
Which picture shows a boy behind a girl?
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Numbers from 1 to 100
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How can EF be brought to thisWork sheet?
Use Simultaneous processing to see that patterns
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PASS Theory: SimultaneousSimultaneous Processing¾Relate separate pieces of information into a group¾ See how parts related to whole¾Recognize patterns
Naglieri, J. and Pickering, E., Helping Children Learn, 2003
ProcessingExamples of classroom problems related to Simultaneous• Difficulty comprehending text• Difficulty with math word problems• Trouble recognizing sight words quickly• Trouble with spatial tasks• Often miss the overall idea
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Simultaneous ability in action, and no self-correction (EF)
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Use EF to manage low Simultaneous
¾How do you help a child with low simultaneous ability?¾Teach students to USE STRATEGIES¾What kinds of strategies could you use for
tasks that require seeing the whole?
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Use EF
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Venn Diagram
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Successive Processing Ability`Successive processing is a basic cognitive
ability which we use to manage stimuli in a specific serial order• Stimuli form a chain-like progression• Stimuli are not inter-related
127
GirlCow Wall Car
conclusions
Sentence Questions (Ages 8-17)
128
1. The blue is yellow. Who is yellow?
10.The red greened the blue with a yellow. Who used the yellow?
20.The red blues a yellow green of pinks, that are brown in the purple, and then grays the tan. What does the red do first?
� The child answers a question read by the examiner
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conclusions
Successive
129
The sequence of the sounds is emphasized in this work sheet
conclusions
PASS Theory: SuccessiveSuccessive Processing¾Use information in a specific order¾ Follow instructions presented in sequence
Naglieri, J. and Pickering, E., Helping Children Learn, 2003
Processing
130
Successive• Trouble blending sounds to make words• Difficulty remembering numbers in order• Reading decoding problems• Difficulty remembering math facts when they are taught using
rote learning (4 + 5 = 9).
Examples of classroom problems related to
¬yyyy
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conclusions
Time to Think and Talk¾Task: ¾How can you bring EF to the
tasks that require Simultaneous and Successive Abilities?¾Your own questions and
thoughts..
4minutes
left
START
conclusions 132
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conclusions
Ben’s Problem with Successive processing Ability
60
70
80
90
100
110
120Scores (M = 100, SD = 15)
EF “Ability” is good but he isn’t using this ability to solve problems
133
conclusions
Case of Ben¾Planning = Strength¾Successive = Weakness and it is < 85; so it
can be considered a ‘disorder in basic psychological processes’
134
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conclusions
Ben’s Problem with Successive Ability¾Ben has difficulty whenever ANY task
requires sequencing• Academic or ability tests• Visual or auditory tests• Math or spelling or reading• Tasks that require memory of sequences
¾How do we help him learn better?
135
conclusions
Teach Children about their Abilities
¾ Helping Children LearnIntervention Handouts for Use in School and at Home, Second EditionBy Jack A. Naglieri, Ph.D., & Eric B. Pickering, Ph.D.,
¾ Spanish handouts by TulioOtero, Ph.D., & Mary Moreno, Ph.D.
136
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conclusions
Use EF with Sequencing Tasks
137
conclusions
Ben’s Problem with Successive Ability¾Teach him to use his strength in Planning
Slides by Jack A. Naglieri, Ph.D. (jnaglieri@gmail.com)
138
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conclusions
Ben’s Problem with Successive Ability¾Teach him to recognize sequences
139
conclusions
Ben’s Problem with Successive Ability¾Teach him to use strategies
Slides by Jack A. Naglieri, Ph.D. (jnaglieri@gmail.com)
140
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conclusions
Take Away Messages
¾CAS Planning and Attention scores tell about Executive Function• So CAS includes EF as a critical part of ability (aka
intelligence)
¾Traditional IQ tests do not measure Executive Function• So EF is the important ability missed when you
look at an IQ score
141
conclusions
Presentation Outline¾Comprehensive Model of EF
• Historical Perspective• Definitions of Executive Function
¾EF as Behavior¾EF as an Ability (an intelligence)¾EF as Social Emotional Skills¾Impairment and EF¾Research about EF as ability, behavior, and SE¾Think Smart! -- EF Skills in the Classroom
• More lesson plans for improving components of EF¾Conclusions
142
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conclusions
Phineas had Social Emotional deficit¾Phineas had profound social emotional
problems after his injury to the frontal lobes¾Phineas is
• insulting• impulsively say things• uses vulgar language• can’t manage his emotions• inconsistent in social situations• doesn’t recognize he is offensive• looses control in interactions with others
143
conclusions
Frontal Lobes and Emotion¾Goldberg (2011, p 116-117)
• the “emphasis in the classic studies of frontal lobe syndromes was on cognition [intelligence] rather than on affect [social emotional]”
• ‘very few researchers have attempted to merge cognitive and emotional aspects of frontal lobe dysfunction’
144
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conclusions
Feiffer & Rattan (2009)¾Provide a collection
of paper on the relationship between EF and Emotional Disorders¾See
Feifer@comcast.net
145
conclusions
Feiffer & Rattan (2009) on EF and Frontal Lobes
146
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conclusions
Social Emotional Skills: From Conceptual to Assessment to Instruction
147
conclusions 148
www.casel.org
© 2010 Devereux Center for Resilient Children
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conclusions
Research Links SEL to Higher Success
Source: Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., and Schellinger, K. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82, 405-432.
• 23% gain in SE skills • 9% gain in attitudes about self/others/school• 9% gain in pro-social behavior • 11% gain on academic performance via
standardized tests (math and reading)
•9% difference in problem behaviors•10% difference in emotional distress
And Reduced Risks for Failure
Skills for Social and Academic Success
conclusions
Social Emotional Skills
Five key social-emotional skills from CASEL
These are in many state and local standards
150
1
2
3
4
5
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conclusions
Kong (2013): IQ, SEL & Achievement
151
¾Tiffany Kong studied CogAT, DESSA, and achievement scores for 276 elementary students grades K‐8¾All gifted based on scores
on verbal, quantitative, or nonverbal test scores at least 97th percentile
conclusions
Ability, Social Emotional & Skills
80
90
100
110
120
130
140
Series 1
Verbal IQ Quantitative IQ Nonverbal IQ CogAT Tot Social Emotional SAT10
152
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conclusions
Kong (2013): IQ, SEL & Achievement
¾DESSA Total correlated .44 and CogAT Total
correlated .36 with Total Achievement
(reading, math, language)
• A clearer picture of the relationships between IQ
(CogAT) and SEL (DESSA) with achievement was
obtained from hierarchical regression analysis…
153
conclusions
Kong (2013) SEL Predicts Beyond IQ (p. 44)
154
DESSA predicted reading, language and math
scores over IQ (CogAt)
scores
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conclusions
The DESSA Comprehensive System
¾Universal screening with an 8-item, strength-based behavior rating scale, the DESSA-mini for universal screening and ongoing progress monitoring
¾72-item DESSA to find specific areas of need
155
Paul LeBuffe & Valerie Shapiro
conclusions
http://www.centerforresilientchildren.org/
156
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conclusions
Assessment of Social Emotional Skills with the DESSA
157
conclusions
The DESSA¾Based on resilience theory & SEL principles
described by CASEL• Identify social-emotional strengths and needs of
elementary and middle school children (for K-8th
grade)• 72 items and 8 scales• Completed by parents, teachers, and/or after-
school / community program staff• Takes 15 minutes to complete• On-line administration, scoring and reporting
available
158
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conclusions
DESSA Norms¾2,475 children, grades K-8¾All 50 states included in sample¾Representative of US Population
159
conclusions
CASEL and DESSA Scales
160
Social Emotional Composite
Self Awareness
Self Management
Social Awareness
Relationship Skills
Decision Making
Goal Directed Behavior
Personal Responsibility
Optimistic Thinking
1
2
3
4
5
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conclusions
Interventions for DESSA
161
conclusions
Take Away Messages
¾Social Emotional Skills are the result of EF and what the person has learned in all aspects of the environment¾Children CAN BE TAUGHT good, or bad,
social emotional skills
162
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conclusions
Presentation Outline¾Comprehensive Model of EF
• Historical Perspective• Definitions of Executive Function
¾EF as Behavior¾EF as an Ability (an intelligence)¾EF as Social Emotional Skills¾Impairment and EF¾Research about EF as ability, behavior, and SE¾Think Smart! -- EF Skills in the Classroom
• More lesson plans for improving components of EF¾Conclusions
163
conclusions
Rating Scale of Impairment & EF¾EF and Impairment …
164
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conclusions
Definition of Impairment¾ “Impairment is a reduced ability to meet the demands of
life because of a psychological, physical, or cognitive condition” (Goldstein & Naglieri, 2016, p. 6).
¾The American Psychiatric Association in the new DSM-5 (APA, 2013) emphasizes impairment over and above symptom presentation.
¾World Health Organization’s International Classification of Functioning, Disability and Health (WHO, 2001) also has guidelines for impairment.
conclusions
Standardization ¾RSI Normative Sample:
• 2800 ratingsx 800 ratings for each of the RSI (5-12 Years) Parent and
Teacher formsx 600 ratings for each of the RSI (13-18 Years) Parent and
Teacher forms¾Within 1% the 2010 U.S. Census targets on:
• Race/ethnicity,• Region,• PEL
¾ Includes 11.6%-11.8% of clinical cases
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conclusions
RSI Forms and Scores
167
conclusions
Factorial Support for RSI Scales¾Exploratory and confirmatory factor
analyses confirm the RSI structure • 5 factors: School, Social, Mobility, Domestic, and
Family for the RSI (5–12 Years) Parent Form• 6 factors: School/Work, Social, Mobility,
Domestic, Family, and Self-Care) for the RSI (13–18 Years) Parent Form
• 3 factors: School, Social, and Mobility) for the RSI (5–12 Years) and RSI (13–18 Years) Teacher Forms.
168
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conclusions
RSI and EF correlations (Manual pg. 115)
conclusions
Presentation Outline¾Comprehensive Model of EF
• Historical Perspective• Definitions of Executive Function
¾EF as Behavior¾EF as an Ability (an intelligence)¾EF as Social Emotional Skills¾Impairment and EF¾Research about EF as ability, behavior, and SE¾Think Smart! -- EF Skills in the Classroom
• More lesson plans for improving components of EF¾Conclusions
170
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conclusions
Executive Function Behaviors, Intelligence, and Achievement test scores
171
conclusions
EF and Achievement (Naglieri & Rojahn, 2004)
172
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conclusions
EF and Achievement (Naglieri & Rojahn, 2004)
¾ Correlation between Executive Function (Planning + Attention) and overall achievement (Skills Cluster) = .51 (N = 1,559; p < .001)
¾ P&A added significantly to the prediction of achievement after Simultaneous and Successive scores were used in the regression equation
173
conclusions
EF, WISC-IV, CAS, Achievement¾ Data from Sam Goldstein’s evaluation center in Salt Lake City, UT
¾ Children given the WISC-IV (N = 43), CAS (N = 62), and the WJIII achievement (N = 58) as part of the typical test battery
174
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conclusions
EF Behaviors (CEFI) & CAS
175
conclusions
Take Away Messages
¾EF behaviors are significantly correlated with scores from a nationally normed test of academic skills (WJ-III)¾EF behaviors are significantly correlated
with all four PASS scales¾EF behaviors are mostly correlated with
WISC-IV Verbal scale which requires a lot of knowledge
176
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conclusions
Sex Differences in Executive Function
177
conclusions
CEFI Sex Differences: Parent Raters¾Girls are Smarter than Boys
178
Parents N Mn SD N Mn SD ESAges 5-18 700 98.1 14.9 699 101.8 15.0 -0.25Ages 5-11 350 98.2 14.3 349 101.6 15.6 -0.22Ages 12-18 350 97.9 15.4 350 102.0 14.4 -0.28
9596979899
100101102103
Ages 5-18 Ages 5-11 Ages 12-18
Males
Females
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conclusions
CEFI Sex Differences: Teacher Raters¾Girls are Smarter than Boys
179
92949698
100102104106
Ages 5-18 Ages 5-11 Ages 12-18
MalesFemales
Teachers N Mn SD N Mn SD ESAges 5-18 700 96.7 14.4 700 103.2 15.0 -0.44Ages 5-11 350 96.4 14.5 350 103.5 14.9 -0.49Ages 12-18 350 97.0 14.4 350 102.9 15.0 -0.40
conclusions
Sex Differences: Ability¾Girls are Smarter than Boys
180
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conclusions
Sex Differences: Ability
181
Executive Function
conclusions
Sex Differences: Social Emotional
182
Devereux Elementary Student Strength Assessment (DESSA, LeBuffe Shapiro & Naglieri, 2009)
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conclusions
Sex Differences: Social Emotional
183
47
48
49
50
51
52
53
Parent & Teacher Raters Males
Parent & Teacher Raters
Females
Notes: N = 2,477DESSA values are T-scores (Mn= 50, SD = 10).
conclusions
Sex Differences
184
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conclusions
Developmental Differences in Executive Function
185
conclusions
Developmental Changes in EF
186
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conclusions
Developmental Changes in EF¾Best, et al (2011) reported means score
differences between adjacent age groups of a large (N = 2, 036) nationally representative sample (CAS normative group)¾Results showed that EF does not develop
consistently across the 5 year to 18 year age range¾Age differences were reported in effect
sizes (.2 to .4 = small; .5 to .7 = medium; .8 and above = large)
187
conclusions
Developmental Changes in EF
188
.00
.10
.20
.30
.40
.50
.60
.70
.80
.90
5 to 6 6 to 7 7 to 8 & 9 8 & 9 to10 & 11
10 & 11 to12 & 13
14 & 15 to16 & 17
.88 .89
.62 .56 .55
.20
Large Differences
Medium Differences
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conclusions
Developmental Changes in EF¾These developmental data suggest that
instruction in EF Skills should be stressed when growth is most rapid, that is, during early elementary and middle school years¾Students need to be TOLD what EF is and
how it can be used to help them learn, especially during the early years when growth in ABILITY is ….so that growth in BEHAVIOR and EMOTION follow
189
conclusions
EF Lessons for High School
190
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conclusions
Presentation Outline¾Comprehensive Model of EF
• Historical Perspective• Definitions of Executive Function
¾EF as Behavior¾EF as an Ability (an intelligence)¾EF as Social Emotional Skills¾Research about EF as ability, behavior, and SE¾Think Smart! -- EF Skills in the Classroom
• More lesson plans for improving components of EF¾Conclusions
191
conclusions
www.efintheclassroom.net
192
¾Start with Awareness of thinking about thinking
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conclusions
Structure of the lessons
193
y Each topic is discussed for one week
y Monday – class lesson
y Tues-Thurs reminders
y Friday – class reflection
conclusions
EF Lesson Plan Themes¾Attention¾Flexibility¾Inhibition¾Initiation¾Self-Monitoring¾Working Memory¾Organization¾Planning¾Emotional Regulation
194
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conclusions
EF Posters in the Class
195
conclusions
Mountain View Alternative HS
196
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conclusions
Introductory Lesson: “Are you Aware”
197
yAsk for volunteers to NOT look at the video and report what word they hear
conclusions
Introductory Lesson: “Are you Aware”
198
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conclusions
Other Lessons from www.efintheclassroom.net
www.Efintheclassroom.net
Research support?
199
conclusions
www.efintheclassroom.net
200
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conclusions
Planning
201
conclusions
Planning
202
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conclusions
Iseman & Naglieri (2010)
A cognitive strategy instruction of mathematics to appear in Journal of Learning Disabilities
203
conclusions
Design of the Study
204
Experimental and Comparison Groups7 worksheets with Normal Instruction
Experimental Group
19 worksheets with Planning Facilitation
Comparison Group
19 worksheets with Normal Instruction
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conclusions
Instructional Sessions¾ Math lessons were organized into
“instructional sessions” delivered over 13 consecutive days
¾ Each instructional session was 30-40 minutes ¾ Each instructional session was comprised of
three segments as shown below
205
Planning Facilitation or Normal
Instruction
10 minute math worksheet
10 minutes 10-20 minutes 10 minutes
10 minute math worksheet
conclusions
Normal Instruction and Planning Facilitation Sessions`Normal Instruction
• 10 minute math worksheet• 10 - 20 of math instruction• 10 minute math worksheet
`Planning Facilitation• 10 minute math worksheet• 10 minutes of planning facilitation• 10 minute math worksheet
206
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conclusions
Planning Strategy Instruction` Teachers facilitated discussions to help students
become more self-reflective about use of strategies
` Teachers asked questions like:• What was your goal?• Where did you start the worksheet?• What strategies did you use?• How did the strategy help you reach your goal?• What will you do again next time?• What other strategies will you use next time?
207
conclusions
Student Plans¾“My goal was to do all of the easy problems on
every page first, then do the others.”¾“I do the problems I know, then I check my work.”¾“I do them (the algebra) by figuring out what I can
put in for X to make the problem work.”¾“I did all the problems in the brain-dead zone
first.”¾“I try not to fall asleep.”
208
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conclusions
Worksheet Means and Effect Sizes for the Students with ADHD
32.79
37.81
29
42.66
25
30
35
40
45
Normal Instruction Planning Facilitation
Baseline
Intervention
209
ES =2.4
ES =0.6
Reminder < .2 = no effect
.2 - .5 = small .6 - .8 = medium
> .8 = large
Raw
Scor
es f
or W
orks
heet
s ES =0.6 ES =
2.4
conclusions
WJ Math Fluency Means and Effect Sizes for the Students with ADHD
75.579.4
60.9
86.1
40
50
60
70
80
90
Normal Instruction Planning Facilitation
Baseline
Intervention
210
ES =1.3
ES =0.1
Reminder < .2 = no effect
.2 - .5 = small .6 - .8 = medium
> .8 = large
Stan
dard
Sco
res
for
WJ
Mat
h Fl
uenc
y
ES =0.1
ES =1.3
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conclusions
WIAT Numerical Operation Means and Effect Sizes for Students with ADHD
15
1414.4
16.6
10
11
12
13
14
15
16
17
18
Normal Instruction Planning Facilitation
Baseline
Intervention
211
ES =0.4ES =
-0.2
Reminder < .2 = no effect
.2 - .5 = small .6 - .8 = medium
> .8 = large
Raw
Scor
es f
or W
IAT
ES =-0.2
ES =0.4
conclusions
Iseman (2005)¾ Baseline
Intervention means by PASS profile
¾ Different response to the same intervention
20
25
30
35
40
45
50
55
60
65
70
Baseline Mean Intervention Mean
LowPLowSimLowAttLowSuc
212
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conclusions
One Year Follow-up
213
conclusions
Instructional Implications¾Planning Strategy Instruction is easily
implemented in the classroom and can be used to improve Executive Functioning¾The method yields substantial results within
a minimal of time (10 half-hour sessions over 10 days)¾Planning Strategy Instruction can be applied
in math as well as other content areas (e.g., reading comprehension)
214
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conclusions
EF and Reading Comprehension
215
conclusions
Other Lessons from www.efintheclassroom.net
Working Memory Lesson
216
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109
conclusions
Time to Think and Talk¾Task:
¾Your own questions and thoughts..
4minutes
left
START
conclusions
Teach Self-reliance¾Students with any kind of learning
challenge and many without any limitations need to be self-reliant¾Show the Stuck on the Escalator video¾Discuss what the message is with the
students
218
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conclusions
Low EF and an Enabled Society
219
conclusions
Stuck on the Escalator¾“A student in 4th period (we are doing the
EF lessons in that class) was working in her Chemistry class (that teacher is NOT doing the EF lessons) spontaneously said, “Man, I am stuck on the escalator” (a phrase of the week) even though that phrase is not used in Chem. I took this as evidence that the (cuing) skills being learned in one class are transferring to another. It is encouraging.”
220
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conclusions
Presentation Outline¾Comprehensive Model of EF
• Historical Perspective• Definitions of Executive Function
¾EF as Behavior¾EF as an Ability (an intelligence)¾EF as Social Emotional Skills¾Research about EF as ability, behavior, and SE¾Think Smart! -- EF Skills in the Classroom
• More lesson plans for improving components of EF¾Conclusions
221
conclusions
Conclusions¾The concept of EF is evolving¾CEFI results indicate that when measured
using observable behaviors the term Executive Function is supported¾CEFI provides a well normed measure of EF
that has demonstrated reliability & validity¾There is evidence that children can better
use EF and improve achievement and behavior
222
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conclusions
Conclusions-- on Education¾Benjamin Franklin – Tell me and I forget.
Teach me and I remember.Involve me and I learn.
223
¾Teacher’s role is to give only as much help as is necessary, NOT to be the frontal lobes for the student
conclusions
Conclusions¾The teacher’s role is to give the student
knowledge of facts and to encourage the use of Executive Function¾When we give students the responsibility to
figure out how to do things we teach them to THINK SMART! and use EF¾This is the gift of smarter thinking¾This is a gift of optimism¾This is a gift for life success¾EF is about LIFE not just school
224
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conclusions
Research Professor, University of Virginia
225
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