Supporting students with Executive Functioning deficits is a big part of the consultations that I do at my schools. Below is a Google Drive link with a wide variety of materials, readings, and tools to help out those students who need more support with Executive Skills.
The Program for the Education and Enrichment of Relational Skills (PEERS®) was originally developed at UCLA by Dr. Elizabeth Laugeson, Founder and Director of the UCLA PEERS® Clinic, and Dr. Fred Frankel in 2005 and has expanded to locations across the United States and the world. PEERS® is a manualized, social skills training intervention for youth with social challenges. It has a strong evidence-base for use with adolescents and young adults with an autism spectrum disorder but is also appropriate for preschoolers, adolescents, and young adults with ADHD, anxiety, depression, and other socioemotional problems.
- PEERS® for Adolescents: We offer a 16-week evidence-based social skills intervention for motivated adolescents in middle school or high school who are interested in learning ways to help them make and keep friends. For more information, please visit the PEERS® for Adolescents section.
- PEERS® for Young Adults: We offer a 16-week evidence-based social skills intervention for motivated young adults (18-35 years old) who are interested in learning ways to help them make and keep friends, and to develop romantic relationships. For more information, please visit the PEERS® for Young Adults section.
- PEERS® for Preschoolers: We offer a 16-week evidence-based social skills intervention for children diagnosed with Autism Spectrum Disorder between 4 to 6 years of age who have difficulty in their peer interactions and friendships. For more information, please visit the PEERS® for Preschoolers section.
Director: Elizabeth Laugeson, Psy.D.
Site: Semel Institute/NPI
From the Director Dr. Laugeson-
Role play videos for social skills.
Starting Individual Conversations
|Starting an individual conversation (bad example)|
|Starting an individual conversation (good example)|
Entering Group Conversations
|Entering a group conversation (bad example)|
|Entering a group conversation (good example)|
|Exiting when never accepted (bad example)|
|Exiting when never accepted (good example)|
|Exiting when initially accepted and then excluded (good example)|
|Exiting when fully accepted (bad example)|
|Exiting when fully accepted (good example)|
Appropriate Use of Humor
Appropriate Use of Humor
|Don’t be a referee|
|Don’t be a coach|
|Don’t be competitive|
|Help and show concern if someone is injured|
|Suggest a change if bored|
|Don’t be a bad winner|
|Don’t be a sore loser|
|Being a good sport (good example)|
|Beginning a get-together (bad example)|
|Beginning a get-together (good example)|
|Ending a get-together (bad example)|
|Ending a get-together (good example)|
|Handling teasing (male example)|
|Handling teasing (female example)|
Handling Rumors and Gossip
|Spread the rumor about yourself (bad example)|
|Spread the rumor about yourself (good example)|
Active and inattentive students can be difficult to support in the classroom. In my experience the number one intervention is developing a trusting student/ teacher relationship. The second most successful intervention is high quality instruction that is predictable and measured. Below are some links to help with the process.
First Read this:
ADHD Accommodations (Cheat Sheets)
ADHD Classroom (Mind Set)
Classroom Interventions for Attention Deficit/Hyperactivity Disorder (Nice and Succinct)
“Most teachers and adults could benefit from pretending that all kids in their class have ADHD – what is good for kids with ADHD is good for all kids.” – Dr. Hallowell
For students that have been identified as needing medication to support learning at school monitoring the effectiveness and side effects can be challenging. It is important that the school is equipped to give adequate feedback to physicians to make informed decisions for the medications they prescribe.
I am currently having good success with, The Taylor School Medication Effectiveness Report. It allows a report card like a grading system for the positive outcomes of medication as well as the negative side effects that the student might be experiencing.
Link in Spanish: Spanish