Since November we have been discussing the processes of Executive Functions and how difficulties in these areas impacts children and the adults who care for them. Last week we started our discussion on how help children manage their difficulties in the area of Executive Functions. We spoke about giving children choices and some control. Here is another simple way to help your children manage their Executive Function difficulties:
1. Help children process directions
You can set your child up for success. If he has trouble processing directions, give him a visual cue — show him the door or his coat if you are leaving, give tactile cues — touch him and make eye contact so you know he has heard you, and give warnings 5-10 minutes before you are ready to go.
Late, Lost and Unprepared, a book by Joyce Cooper Kahn and Laurie Dietzel, provides some specific strategies for direction processing. They suggest accommodating working memory weaknesses by providing reasonable supports.
For example:
a. Expect to repeat the directions, as necessary, and do so in a patient, sensitive manner.
b. For adolescents, ask how you can provide reminders or cues without bugging them. Be flexible and willing to try any reasonable way of helping.
c. Prompt for good listening skills. (“I am going to give you the directions. Please look at me so I know that you are focusing.”)
They also suggest:
Organize the information in a manner that creates bullet points to aid in recall.
“Remember, you have three important points to write about: What was the problem, how did the people solve it, and what was the outcome. Remember, I want to see three points.”
“Johnny, this morning we have some clean-up chores to do around the house before we can go swimming. You have three things you need to get done. Here they are: First, put all the dirty clothes into your hamper. Second, bring the hamper down to the laundry room. Third, put your super-hero guys away. Got it? There are three things on your list. Do you remember what they are? You tell me so I am sure you’ve got them all.”
Keep directions simple. It is important to make sure that the most important information is clear. For example, “Jackie, I want you to get your coat, get your library books from the dining room table, and come back here to the kitchen. Got that? Coat. Library books. Kitchen. Go.”
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