0 One of the most interesting new books so far this year is FLIPP the Switch: Strengthen Executive Skills. We have reproduced below a newsletter article from the publishers, AAPC Publishing which explains some of the key concepts and research behind FLIPP.
Do you work with a student or have a child who is disorganised, inflexible, impulsive, and who struggles with planning and problem solving? Your student or child may find it difficult to achieve in school, follow through with responsibilities at home, and interact appropriately in vocational and community settings: not because of a lack of effort or desire to do well but due to a lack of executive function (EF) skills.
One easy way to remember some of the major components of executive function is to think of the acronym FLIPP: Flexibility, Levelled emotionality, Impulse control, Planning/organising, and Problem solving (Wilkins & Burmeister, 2015):
Executive function deficits can negatively impact success at school, home, the community, and work. Although many educators associate deficits in EF skills with students on the autism spectrum, the reality is that many young people struggle with executive functioning. In fact, it is accurate to say that all young people are learning EF as these skills are not fully developed until people are well into their twenties. In addition, several clinical conditions, such as attention deficit disorders, foetal alcohol syndrome disorder, intellectual disability, obsessive-compulsive disorders, social communication disorder, specific learning disability, Tourette syndrome, and traumatic brain injury are often understood to include a component of EF deficits. Furthermore, individuals with diagnoses such as anxiety, depression, and schizophrenia may also exhibit deficits in the area of executive function.
What Can Be Done?
The good news is that there are a variety of evidence-based practices that can be effectively and efficiently implemented in a range of settings with students of all grade levels to improve EF skills. In addition, parents can use the strategies in the home environment. Further, many of the strategies can be taught to individuals with EF deficits who are transitioning to the world of work or entering institutions of higher education. Teaching students to implement these strategies independently can lead to improved behavioural outcomes and increases in self-regulation.
Strategies to FLIPP the switch from challenging behaviour to competent EF include:
Flexibility: Visual Scales
For individuals who have concrete thought processes and difficulty being flexible, a visual scale can be used as a self-management tool and a visual support to demonstrate that there are often various levels of a behaviour or concept (e.g., vocal volume, anxiety level, and physical proximity or personal space can be visually represented indicating a high level versus a low level; too close or too far apart) and to communicate a desired change of behaviour.
Levelled Emotionality: Choice Card
For individuals who struggle with levelled emotionality, providing opportunities to make choices can minimise angry outbursts by allowing them some control. Choice-making is often more effective when a concrete cue, such as a choice card that indicates choices in writing or in a pictorial representation, is provided as a visual support. The choice card provides a choice between alternatives that are acceptable to adults as well as the child. A choice card can be used in school, home, as well as community and work environments to choose between two activities (e.g., create a Prezi presentation or make a poster about the book), two items (e.g., the lined paper or the unlined paper), two places (e.g., at your desk in your bedroom or the kitchen table), or two behaviours (e.g., calm yourself by sitting upright in your chair or by taking a short walk).Impulse Control: Cognitive Scripts
A cognitive script works by providing specific guidelines for how to behave in certain situations (Ganz, 2007). A cognitive script can be a visual cue, prompting the individual regarding expected behaviours in a specific situation. One example of a cognitive script that can be used at home is one that outlines expected behaviours on social media sites. As the rules for social media are relatively ambiguous, having a visual cue that reminds an individual about general expectations while on-line may be helpful.
The following cognitive script for social media outlines high-level expectations for being kind, respectful, and safe while on Facebook.
Be Kind
Be Respectful
Be Safe
Planning/Organising: Project Mapping
Many students with EF deficits struggle when having to plan and prioritise for a long-term project. For example, some students may not understand that steps have to be taken (in a timely manner) in order to complete the project on time. Project mapping is a strategy that uses task analysis, a calendar, and sticky notes to organise and plan the steps needed to complete a complex, multi-step project. This process begins by identifying what the finished project will be (will it be a PowerPoint presentation, a science fair project, a multi-page report, etc.?) and writing it on a medium-sized sticky note with the due date at the bottom. The steps needed to finish the project are then brainstormed, and each task is written on a separate small sticky note. These notes are then laid out in the order in which they need to be completed, and a calendar is used to assign completion dates, which are written on the bottom of each note. Finally, a sheet with columns delineating Not Begun, In Progress, and Completed tasks is used to organise the notes. As the project proceeds, notes are moved from column to column, with the goal of all tasks having moved to the Completed column by the date written on the bottom of the respective sticky notes. For group tasks, different-coloured sticky notes can be assigned to the various members of the group to easily show the task(s) they are responsible for.
Problem Solving: Metacognitive Problem Solving
Many individuals with EF deficits need support from others to learn how to effectively solve problems. This includes knowing when there is a problem to be solved, identifying possible solutions to the problem, acknowledging all possible outcomes of the identified solutions (and how those outcomes may affect others), and choosing the best possible solutions. Mataya and Owens (2013) have developed a simple, yet effective, model for teaching how to problem-solve. The process invites the individual to identify the problem, then work through several alternatives for solving it, including, "talk it out and compromise, let it go and move on, seek help from an adult, and let it bother you." To work through the strategies, a visual map may be used that can be individualised to meet the needs of a specific individual.
Next Steps
These environmental supports and meta-cognitive strategies allow individuals with EF deficits to increase their flexibility, remain emotionally level, control their impulses, effectively plan, and problem-solve in a variety of settings. Although EF deficits can greatly impact behaviour, leading to stress and anxiety in both students and adults, EF skills can be mediated through the use of evidence-based practices. Furthermore, individuals with EF deficits can be taught to use the strategies independently, leading to self-regulation and sustainable improvements.
For an in-depth look at executive function, check out FLIPP the Switch:Strengthen Executive Function Skills (2015). This practical book is written for parents and educators by parents and educators. The target audience is anyone who works with young people aged 3-22 who are disorganised, inflexible, impulsive, and who struggle with planning or problem solving. Readers will learn about EF and how EF skills contribute to success in school, at home, and in work environments. Most important, readers will receive specific instructions, templates, and how-to scenarios for 25 strategies matched to EF need. This book is indispensable for anyone who wants to help students and children; including those who do not have a diagnosed disability but struggle with executive function skills; develop the ability to link behaviour to its effects, self-regulate, and manage emotions in a healthy way.
References
Ganz, J. B. (2007). Using visual script interventions to address communication skills. Teaching Exceptional Children, 40(2), 54.
Mataya, K., & Owens, P. (2013). Successful problem solving for high-functioning students with autism spectrum disorders. Shawnee Mission, KS: AAPC Publishing.
Wilkins, S. A., & Burmeister, C. (2015). FLIPP the switch: Strengthen executive function skills. Shawnee Mission, KS: AAPC Publishing.
