Chapter 1 focuses on a 10 year old child named Jon. Jon has ADHD and struggles with following through with instructions. It is not that Jon does not want to please his mom, but Jon lacks the strategies to help him be successful.
Within self-regulation there is stimulus and response. A stimulus is an offer or instruction to something and a response is the activity to that offer or instruction. Children who are able to make a choice and carry it out are known a strong self regulators, but children with ADHD are mostly weak self regulators. They lack the mental strategies to regulate their behavior.
The space between stimulus and response is called "the point of performance." It is a particular time or place where we are able to recognize our options and carry out the course of action.
This is what Russell Barkley, a psychologist, refers to as (response inhibition) and how it is the key to keep the "window of opportunity open." According to Barkley, response inhibition is the most fundamental of the brains executive functions and it is necessary to accessing the other executive functions of the brain like working memory, cognitive flexibility, planning and problem solving. For children like Jon with ADHD the executive function is often delayed.
Jon has trouble remembering what needs to be done and the order it should be done. Children with ADHD follow whatever stimulus captures their attention. Children with ADHD have instructions stored in their memory and they know what they are supposed to do. Most are able to follow through with the first tasks and act on it, but their executive functioning is not strong for them to hold all the instructions in mind (or their working memory).
To help children with ADHD, learning disabilities and autism be successful make a list of thing they need to do. By making a list, it helps improve the working memory and give them strategies to help support their memory and provides external support.
Yeager, Marcie, and Marcie Yeager. Executive Function and Child Development. New York: W.W. Norton, 2013. Print.
Within self-regulation there is stimulus and response. A stimulus is an offer or instruction to something and a response is the activity to that offer or instruction. Children who are able to make a choice and carry it out are known a strong self regulators, but children with ADHD are mostly weak self regulators. They lack the mental strategies to regulate their behavior.
The space between stimulus and response is called "the point of performance." It is a particular time or place where we are able to recognize our options and carry out the course of action.
This is what Russell Barkley, a psychologist, refers to as (response inhibition) and how it is the key to keep the "window of opportunity open." According to Barkley, response inhibition is the most fundamental of the brains executive functions and it is necessary to accessing the other executive functions of the brain like working memory, cognitive flexibility, planning and problem solving. For children like Jon with ADHD the executive function is often delayed.
Jon has trouble remembering what needs to be done and the order it should be done. Children with ADHD follow whatever stimulus captures their attention. Children with ADHD have instructions stored in their memory and they know what they are supposed to do. Most are able to follow through with the first tasks and act on it, but their executive functioning is not strong for them to hold all the instructions in mind (or their working memory).
To help children with ADHD, learning disabilities and autism be successful make a list of thing they need to do. By making a list, it helps improve the working memory and give them strategies to help support their memory and provides external support.
Yeager, Marcie, and Marcie Yeager. Executive Function and Child Development. New York: W.W. Norton, 2013. Print.