This chapter takes a closer look at some day to day challenges for Jon and three other children who struggle with self-regulation. Each child is compared with that of a child whose executive function is more mature. (as I was reading this I could think of many children who I could relate these to)
1. Jon(age 10) working memory/internalized language
Jon’s story looks at his morning routine compared to Pierre’s morning routines. The task is remembering to do the right thing at the right time. Pierre initiates routine actions at the right time based on internalized information, while Jon more often than not does not initiate the routine actions at the right time; does not appear to be guided by internalized information. Pierre recalls need to initiate nonroutine actions, while Jon does not recall need to initiate nonroutine actions(permission slip signed) and where Pierre was able to become more independent and was motivated by the positive consequence, Jon still struggled with independence even with a positive consequence was set up for him.
2. Conner(age 9) response inhibition
Conner struggled on his camping trip with stopping himself from doing wrong. He couldn’t refrain from initiating actions that were against the group norms (like running to the lake). Even when having fun had difficulty filtering out issues and his emotions. Conner is remorseful about behaviors but this does not appear to decrease subsequent inappropriate behaviors. Unlike Paul who only needed age appropriate external supports, Conner needed his Dad stay in close proximity and remind and redirect him.
3. Amanda (age 4) Shifting Focus (we are all familiar with this behavior)
The task was focusing on making yourself stop thinking about one thing so you can start thinking about (and then do) something else. Amanda even with reminders about the classroom rules, was unable to inhibit her responses. She did not stop her inappropriate response to Deidra’s presence in the red chair even when reminded by the teacher. (I’ve noticed my Autistic kiddos really struggle with this). She had one focus and that was removing the other child from the red chair she thought was hers. Even with suggestions from the teacher, she was not able to think about the situation differently. On the other had we met Celia who needed age appropriate suggestions from the teacher to help her think about other things and then she was able to follow through very competently. Celia learned after being sent to time out a couple of times, that she should respond to reminders from teachers, but with Amanda reminders, redirections and multiple time outs have not brought about any changes in problem behaviors.
4. Marcus (age 7) goal orientation
Marcus was working on making a good plan for what to do and then following the plan and getting it done on time. He lacked planning, self-monitoring and time management skills. Unlike his peer Andrew, Marcus was unable to listen to the teacher and internalize a plan, he was thinking about what his teacher was proud of him for on a previous occasion (writing neatly) so that is what he focused on instead of listening to the teacher and reading the written instructions. He was not able to realize he was off track until the teacher took his paper. Even though his parents worked with him on a reward system it has no effect on his schoolwork. He can carry out an assignment only when paired with another student or when teacher stands by his desk to monitor him.
In all these cases concerned adults intervened by utilizing discipline, or various systems of positive and negative consequences, to influence the child’s behavior. The adults often begin to feel frustrated, angry and unsure of who or what is to blame for the problem. Consistent systems of reward and punishment may work for a child who is lacking structure and motivation, it will not be effective if the child has not acquired the underlying competencies that allow for self-regulation. For those children intervention needs to move to the next level, improving the underlying capacity for self-regulation.
Discipline(behavior management)-motivates the child to act on that capacity.
Coregulation- An adult provides one-on-one support at the point of performance
Empowering children to become more self-directed- Child’s capacity for self-regulation is weak. Child learns self-directed strategies for improving performance (Jon’s ability to use a wrist list to plan and carry out his chores).
This chapter takes a closer look at some day to day challenges for Jon and three other children who struggle with self-regulation. Each child is compared with that of a child whose executive function is more mature. (as I was reading this I could think of many children who I could relate these to)
1. Jon(age 10) working memory/internalized language
Jon’s story looks at his morning routine compared to Pierre’s morning routines. The task is remembering to do the right thing at the right time. Pierre initiates routine actions at the right time based on internalized information, while Jon more often than not does not initiate the routine actions at the right time; does not appear to be guided by internalized information. Pierre recalls need to initiate nonroutine actions, while Jon does not recall need to initiate nonroutine actions(permission slip signed) and where Pierre was able to become more independent and was motivated by the positive consequence, Jon still struggled with independence even with a positive consequence was set up for him.
2. Conner(age 9) response inhibition
Conner struggled on his camping trip with stopping himself from doing wrong. He couldn’t refrain from initiating actions that were against the group norms (like running to the lake). Even when having fun had difficulty filtering out issues and his emotions. Conner is remorseful about behaviors but this does not appear to decrease subsequent inappropriate behaviors. Unlike Paul who only needed age appropriate external supports, Conner needed his Dad stay in close proximity and remind and redirect him.
3. Amanda (age 4) Shifting Focus (we are all familiar with this behavior)
The task was focusing on making yourself stop thinking about one thing so you can start thinking about (and then do) something else. Amanda even with reminders about the classroom rules, was unable to inhibit her responses. She did not stop her inappropriate response to Deidra’s presence in the red chair even when reminded by the teacher. (I’ve noticed my Autistic kiddos really struggle with this). She had one focus and that was removing the other child from the red chair she thought was hers. Even with suggestions from the teacher, she was not able to think about the situation differently. On the other had we met Celia who needed age appropriate suggestions from the teacher to help her think about other things and then she was able to follow through very competently. Celia learned after being sent to time out a couple of times, that she should respond to reminders from teachers, but with Amanda reminders, redirections and multiple time outs have not brought about any changes in problem behaviors.
4. Marcus (age 7) goal orientation
Marcus was working on making a good plan for what to do and then following the plan and getting it done on time. He lacked planning, self-monitoring and time management skills. Unlike his peer Andrew, Marcus was unable to listen to the teacher and internalize a plan, he was thinking about what his teacher was proud of him for on a previous occasion (writing neatly) so that is what he focused on instead of listening to the teacher and reading the written instructions. He was not able to realize he was off track until the teacher took his paper. Even though his parents worked with him on a reward system it has no effect on his schoolwork. He can carry out an assignment only when paired with another student or when teacher stands by his desk to monitor him.
In all these cases concerned adults intervened by utilizing discipline, or various systems of positive and negative consequences, to influence the child’s behavior. The adults often begin to feel frustrated, angry and unsure of who or what is to blame for the problem. Consistent systems of reward and punishment may work for a child who is lacking structure and motivation, it will not be effective if the child has not acquired the underlying competencies that allow for self-regulation. For those children intervention needs to move to the next level, improving the underlying capacity for self-regulation.
Discipline(behavior management)-motivates the child to act on that capacity.
Coregulation- An adult provides one-on-one support at the point of performance
Empowering children to become more self-directed- Child’s capacity for self-regulation is weak. Child learns self-directed strategies for improving performance (Jon’s ability to use a wrist list to plan and carry out his chores).
Yeager, Marcie, and Marcie Yeager. Executive Function and Child Development. New York: W.W. Norton, 2013. Print.
1. Jon(age 10) working memory/internalized language
Jon’s story looks at his morning routine compared to Pierre’s morning routines. The task is remembering to do the right thing at the right time. Pierre initiates routine actions at the right time based on internalized information, while Jon more often than not does not initiate the routine actions at the right time; does not appear to be guided by internalized information. Pierre recalls need to initiate nonroutine actions, while Jon does not recall need to initiate nonroutine actions(permission slip signed) and where Pierre was able to become more independent and was motivated by the positive consequence, Jon still struggled with independence even with a positive consequence was set up for him.
2. Conner(age 9) response inhibition
Conner struggled on his camping trip with stopping himself from doing wrong. He couldn’t refrain from initiating actions that were against the group norms (like running to the lake). Even when having fun had difficulty filtering out issues and his emotions. Conner is remorseful about behaviors but this does not appear to decrease subsequent inappropriate behaviors. Unlike Paul who only needed age appropriate external supports, Conner needed his Dad stay in close proximity and remind and redirect him.
3. Amanda (age 4) Shifting Focus (we are all familiar with this behavior)
The task was focusing on making yourself stop thinking about one thing so you can start thinking about (and then do) something else. Amanda even with reminders about the classroom rules, was unable to inhibit her responses. She did not stop her inappropriate response to Deidra’s presence in the red chair even when reminded by the teacher. (I’ve noticed my Autistic kiddos really struggle with this). She had one focus and that was removing the other child from the red chair she thought was hers. Even with suggestions from the teacher, she was not able to think about the situation differently. On the other had we met Celia who needed age appropriate suggestions from the teacher to help her think about other things and then she was able to follow through very competently. Celia learned after being sent to time out a couple of times, that she should respond to reminders from teachers, but with Amanda reminders, redirections and multiple time outs have not brought about any changes in problem behaviors.
4. Marcus (age 7) goal orientation
Marcus was working on making a good plan for what to do and then following the plan and getting it done on time. He lacked planning, self-monitoring and time management skills. Unlike his peer Andrew, Marcus was unable to listen to the teacher and internalize a plan, he was thinking about what his teacher was proud of him for on a previous occasion (writing neatly) so that is what he focused on instead of listening to the teacher and reading the written instructions. He was not able to realize he was off track until the teacher took his paper. Even though his parents worked with him on a reward system it has no effect on his schoolwork. He can carry out an assignment only when paired with another student or when teacher stands by his desk to monitor him.
In all these cases concerned adults intervened by utilizing discipline, or various systems of positive and negative consequences, to influence the child’s behavior. The adults often begin to feel frustrated, angry and unsure of who or what is to blame for the problem. Consistent systems of reward and punishment may work for a child who is lacking structure and motivation, it will not be effective if the child has not acquired the underlying competencies that allow for self-regulation. For those children intervention needs to move to the next level, improving the underlying capacity for self-regulation.
Discipline(behavior management)-motivates the child to act on that capacity.
Coregulation- An adult provides one-on-one support at the point of performance
Empowering children to become more self-directed- Child’s capacity for self-regulation is weak. Child learns self-directed strategies for improving performance (Jon’s ability to use a wrist list to plan and carry out his chores).
This chapter takes a closer look at some day to day challenges for Jon and three other children who struggle with self-regulation. Each child is compared with that of a child whose executive function is more mature. (as I was reading this I could think of many children who I could relate these to)
1. Jon(age 10) working memory/internalized language
Jon’s story looks at his morning routine compared to Pierre’s morning routines. The task is remembering to do the right thing at the right time. Pierre initiates routine actions at the right time based on internalized information, while Jon more often than not does not initiate the routine actions at the right time; does not appear to be guided by internalized information. Pierre recalls need to initiate nonroutine actions, while Jon does not recall need to initiate nonroutine actions(permission slip signed) and where Pierre was able to become more independent and was motivated by the positive consequence, Jon still struggled with independence even with a positive consequence was set up for him.
2. Conner(age 9) response inhibition
Conner struggled on his camping trip with stopping himself from doing wrong. He couldn’t refrain from initiating actions that were against the group norms (like running to the lake). Even when having fun had difficulty filtering out issues and his emotions. Conner is remorseful about behaviors but this does not appear to decrease subsequent inappropriate behaviors. Unlike Paul who only needed age appropriate external supports, Conner needed his Dad stay in close proximity and remind and redirect him.
3. Amanda (age 4) Shifting Focus (we are all familiar with this behavior)
The task was focusing on making yourself stop thinking about one thing so you can start thinking about (and then do) something else. Amanda even with reminders about the classroom rules, was unable to inhibit her responses. She did not stop her inappropriate response to Deidra’s presence in the red chair even when reminded by the teacher. (I’ve noticed my Autistic kiddos really struggle with this). She had one focus and that was removing the other child from the red chair she thought was hers. Even with suggestions from the teacher, she was not able to think about the situation differently. On the other had we met Celia who needed age appropriate suggestions from the teacher to help her think about other things and then she was able to follow through very competently. Celia learned after being sent to time out a couple of times, that she should respond to reminders from teachers, but with Amanda reminders, redirections and multiple time outs have not brought about any changes in problem behaviors.
4. Marcus (age 7) goal orientation
Marcus was working on making a good plan for what to do and then following the plan and getting it done on time. He lacked planning, self-monitoring and time management skills. Unlike his peer Andrew, Marcus was unable to listen to the teacher and internalize a plan, he was thinking about what his teacher was proud of him for on a previous occasion (writing neatly) so that is what he focused on instead of listening to the teacher and reading the written instructions. He was not able to realize he was off track until the teacher took his paper. Even though his parents worked with him on a reward system it has no effect on his schoolwork. He can carry out an assignment only when paired with another student or when teacher stands by his desk to monitor him.
In all these cases concerned adults intervened by utilizing discipline, or various systems of positive and negative consequences, to influence the child’s behavior. The adults often begin to feel frustrated, angry and unsure of who or what is to blame for the problem. Consistent systems of reward and punishment may work for a child who is lacking structure and motivation, it will not be effective if the child has not acquired the underlying competencies that allow for self-regulation. For those children intervention needs to move to the next level, improving the underlying capacity for self-regulation.
Discipline(behavior management)-motivates the child to act on that capacity.
Coregulation- An adult provides one-on-one support at the point of performance
Empowering children to become more self-directed- Child’s capacity for self-regulation is weak. Child learns self-directed strategies for improving performance (Jon’s ability to use a wrist list to plan and carry out his chores).
Yeager, Marcie, and Marcie Yeager. Executive Function and Child Development. New York: W.W. Norton, 2013. Print.