ef in educare - cyfs
TRANSCRIPT
EFinEducare
WhatareExecutiveFunctions?
• Brain-basedskillsinvolvedindeliberate,top-down,goal-directedcontrolofattention,thought,emotionandbehavior• Cognitiveprocesseslocatedintheprefrontalcortexthatcoordinateandintegratethebroaderfunctionsofthought,memory,emotionsandmotormovement. LikenedtoanAirTrafficControlCenter.
• CognitiveFlexibility
• WorkingMemory
• InhibitoryControl
Video
WhydoesEF matterforchildren?
• EFprovidesafoundationforlearningandadaptationacrosssituations.• Insocialsituations;tochangebehaviors;forproblemsolving(getoutsidethebox)
• SchoolReadiness• Payattentiontoteacherdirections• Rememberandapplyteacherdirections• Focus• Transition• Manageemotions• Maintainpositivepeerrelations• Thinkwithflexibility
Haight,Jones,Bailey,2GenExecFunct,2016;Toub,ReflectionSciences,2017
WhatdoesearlyEF predict?
• TheoryofMind(Carlsonetal.,2004)• MathProficiency(Blair&Razza,2007)• ReadingAbility(Clark,Prior&Kinsella,2002)• VerbalandNonverbalReasoning(Carlsonetal.,2007)• AcademicAchievement(Biederman etal.,2004)
• SocialandMoralCompetence(Kochanska etal.,2000)• EmotionRegulation(Carlson&Wang,2007)
• Physicalhealth,personalfinance(Moffittetal.,2011)
EF inAdults
• ManystudiesofEFinAdults• Feelingsinformthoughtsandviceversa—appraisalnetworks• Self-directedactionsdirectedtowardsafutureaction• SetsofActionstotheSelf:
• Self-Awareness• Self-Inhibitory–Self-Control• NonVerbalWorkingMemory-Images• Verbal—Self-TalkusingWords• Emotional/Self-Motivating• Planning&ProblemSolving—InternalizedPlay
• Reflection• Mindfulness• Problemsolving• Detachmentorabilitytoexamineemotions• Higher-orderthinking• Purposeful,goal-directedbehavior• Morepurposefulteachingandparenting
Barkley,2009
WhyisEF SoImportantinEducare?HowDoExecutiveFunctions Develop?
CenterontheDevelopingChild,2011
HistoryofNebraska/NOLAAccelerationProject
Beganin2015inFirstRoundofAcceleration
Grants:NebraskaLincoln,OmahaKellomandIndianHill,Winnebago,New
Orleans
Plannedforthistobeiterativeandinpartnershipwith
programs.
Year1:SettheStagewithSocialEmotionalFrameworks•Focusgroupsandin-depthinterviews– wantedallonsamepage,needforbetterprocesseswithhighestneed,enhancedreflection.Identifiedthecurricula,approaches.•Nebraska—PositiveBehaviorSupportsSystemadoptedorrefined;commontraining
Year2:BuiltStaff&MeasurementCapacity•TraininginTraumaInformedCare– All•TraininginExecutiveFunctioning– All(twoworkshops)•TraininginPBISModules–(Lincoln)•ConsultationinReflectivePractices•ConsultationinGoingDeeperwithPBIS•Measurement•SWSET-EC•MEFS– Children
Year3:StaffandParentMindfulness•StaffReflectivePractices:ReflectionSupport&Yoga(Lincoln)•ParentMindfulness:BrainBags;CircleofSecurity/ActiveParenting•Indepthconsultationforhighestneedchildrenandfamilies•MEFS&Others—ParentsandTeachers
ModelforthinkingaboutEFinEducare;Stepsfor
Implementation
NextSteps:SpecificCurriculainEF;MoreParentMindfulness
Classes
ThePyramidModel:PromotingSocialEmotionalCompetenceinInfantsandYoungChildren
[Assessment-based interventions result in individualized behavior support plans.]
All Children
Children At-Risk
Few Children
System,Adult&ChildExecutiveFunction
StressStrategies/
Support/ScaffoldingEF/Mindfulness
Systemwideculture
Classroomteacher
Parent
Children
Stress Strategies/Support/Scaffolding EFControlCenter
SystemWide-Culture
• Reactingtobehaviorproblems• Understaffed• Lackingagreeduponpractice/goals• Lackingcommon language
• StatePBIS• Consultants• Helpwithhighestneedchildren/families
ECSET-SW
• Strategiesforhighneeds• Commonlanguage• Commonframework• Understandingtrauma• Largetoolbox• Agreedrules
ClassroomTeachers
• Behaviorsdominate• Lackingroutinesandmanagement
strategies* Burnout &Turnover
• PBISModules• Consultants• Helpwithhighestneedchildren/families• ReflectiveConsultation• Yoga• EF &Traumatraining• ConsciousDiscipline
CLASS,ERS,T-POT,MEFS,ERQ
• Commonrules• Structuredclassroom• BackupProcesses• Toolbox• Reflectionskills• Plans• Intentionalteaching• Attuned
Parents• Lifestressordominate• Parentingstresstriggersbehaviors• Reactiveparenting
• CircleofSecurity• ActiveParenting• BrainGames• ConsciousDiscipline
MEFS
• Intentionalparenting• Planning, Reflection• Mindfulness• Goalsetting• Relating• Attuned
Children• Don’tknowrules• Toxicstress
• StrategiesforbuildingEF• ToolsoftheMind(e.g.,ascurriculum)
MEFS,HKTS,PENCILTAP,DECA
• Knowrules• Workingmemory• Focusedattention• Abletoshiftfocus• Learnaboutemotion
Classrooms/Teachers
• Behaviorsdominate• Lackingmanagement• Inconsistent/Reactive• Mayinadvertentlyrewardnegativebehaviors
• Classroomsmaybeclutteredorstructuremanynotbecleartochildren
Stress
• Training• Yoga/Mindfulness• ReflectivePractice,Supervision,Consultation
• Measures--CLASS,ERS,T-POT,MEFS,ERQ
Strategies/Support/Scaffolding• Commonrules• Structuredclassroom• BackupProcesses• Toolbox• Reflectionskills• Plans• Intentionalteaching• Attuned
MindfulTeaching
Teacher&ClassroomScales- EmotionRegulationQuestionnaire(ERQ;Gross&John,9/03)&MinnesotaSelfRegulationScale(MEFS);EnvironmentRatingScales(ERQ);ClassroomAssessmentSurveyScales(CLASS);
1-----------------2------------------3------------------4------------------5------------------6------------------7
stronglydisagreeneutral stronglyagree
1.____WhenIwanttofeelmorepositiveemotion(suchasjoyoramusement),IchangewhatI’mthinkingabout.
2.____Ikeepmyemotionstomyself.
3.____WhenIwanttofeellessnegativeemotion(suchassadnessoranger),IchangewhatI’mthinkingabout.
4.____WhenIamfeelingpositiveemotions,Iamcarefulnottoexpressthem.
5.____WhenI’mfacedwithastressfulsituation,Imakemyselfthinkaboutitinawaythathelpsmestaycalm.
6.____Icontrolmyemotionsbynotexpressingthem.
7.____WhenIwanttofeelmorepositiveemotion,IchangethewayI’mthinkingaboutthesituation.
8.____IcontrolmyemotionsbychangingthewayIthinkaboutthesituationI’min.
9.____WhenIamfeelingnegativeemotions,Imakesurenottoexpressthem.
10.____WhenIwanttofeellessnegativeemotion,IchangethewayI’mthinkingaboutthesituation.
• ReappraisalItems:1,3,5,7,8,10;
• Ex/SuppressionItems:2,4,6,9.
• MEFS
Gross,J.J.,&John,O.P.(2003).Individualdifferencesintwoemotionregulationprocesses:Implicationsforaffect,relationships,andwell-being.JournalofPersonalityandSocialPsychology,85,348-362.
ERQ MEFS
(VeryPreliminary)RelationsBetweenteacherEF Measures&ClassroomQuality• Overall• TeacherExpressionofEmotions(ERQ;n=36)
• ERSCaregivingr=.365*• CLASSInstructionalSupportr=.352*
• TeacherReappraisal(n=36)Nosignificantassociations
• TeacherMEFS• CLASSClassroomManagement(n=17)r=.531*
• YogaAttendance(n=36)r=.390*
• LeadTeachers• TeacherExpressionofEmotions(n=13)• ERSCaregivingr=.637*,Interactingr=.585*
• TeacherReappraisal(n=13)• ERSCaregivingr=.586*
• TeacherMEFS(n=6)• CLASSClassroomManagementr=.799+
NextSteps
ContinuetoexplorerelationsbetweenEFandteacherclassroomspractices—learnmoreaboutdifferencesbetweenleadandotherteachers.
ExplorerelationsbetweenteacherEFandchildren’sgrowthinEF.
Enhanceourteachermindfulnesssupports—currentlyprovidingyoga.Buildonteacheremotionalexpressiveness.Buildonteachermindmindedness.
Continuetoprovideyoga.J
Nameste!