Tag Archives: executive functioning

Explore tools, strategies, and assessments that support the development of executive functioning skills including organization, planning, attention, self-monitoring, and emotional regulation across age groups and settings.

Trunks motor memory game for Working Memory, cognitive and motor skill development - available at Therapro

Recap and Review of Working Memory: A Refresher!

Events & Conferences,

On November 17, Therapro was excited to host yet another successful webinar on the topic of working memory. Dr.  Diane Long, creator of the game Trunks, presented the webinar Working Memory: A Refresher.  Her webinar was full of resources, research, and strategies for this very complex topic.  

Dr. Long started the night off by defining what working memory is thought to be and reviewing brain structures related to the processes associated with working memory.  She did a great job illustrating these concepts by engaging audience members in various memory tasks.  

Next, Dr. Long jumped into the research. Audience members had great things to say about the wide breath of research she covered. Not only did Dr. Long cover the theoretical research, she also reviewed research related to ADHD and working memory.

Some of the best takeaways from the night were the intervention strategies and tips that Dr. Long shared with audience members. Dr. Long covered ADHD specific strategies as well as some very useful strategies to use within a classroom setting. Audience members had great things to say about the way that Dr. Long presented these strategies as they related to developmental appropriateness.  Dr. Long ended the night by reviewing games that are available to help develop working memory, including her own game Trunks! 

Check out the recording of this webinar here.  For more information on Trunks!, check out this great video! 

Fostering Executive Function Skills: Saturday Seminar Recap

Events & Conferences,

Sarah_WardSarah Ward, CCC-SLP of Cognitive Connections in Concord, MA returned to Therapro for Part II of her talk on Fostering Executive Function Skills. This vibrant speaker shared humorous anecdotes and practical strategies to rev our engines.  The 2 hours passed so quickly that she left us wanting more!

Video clips and examples of students struggling with executive function skills were utilized throughout Sarah’s presentation.  In addition to our students and clients, we recognized our own children and ourselves in some of her examples.  She talked about executive functioning for many children as being about “SQ,” meaning “Situational Quotient” rather than about “IQ” – Intellectual Quotient.

Sarah explained the role of working memory and non verbal working future memory, otherwise known as Mimetic Ideational Information Processing, on successful task completion.  She labeled this concept as a “mental dress rehearsal” in executive function skills that occurs on a developmental continuum.  She described children who have difficulty in this area as being a “beat behind” and taught us how we can help them be a “beat ahead.”

In order to move forward with successful task completion, a student needs to have an accurate concept of time. Sarah broke the task plan into three phases: “Get ready/yellow; Do/green, Done/red.” Phase 1 involves task planning, Phase 2 involves task execution, and Phase 3 involves completion. She offered many, many scenarios where she applied the Ready, Do, Done/Get Done Model.  For example: task = doing laundry.  GET READY – photos of washer/dryer, laundry detergent.  DO – Photos of dials of settings on washer/dryer.  DONE/GET DONE – photos of folded laundry in a basket and neat, clean laundry area.  Adding a clock to help estimate time is crucial to success because it makes time visible and tangible.  Check out the Cognitive Connections website and their Pinterest Board for specific clock strategies, i.e. “working clock”. Therapro can help with time materials with Time Timers products.

The goal for students with poor executive function skills is successful management of school assignments, home activities, and community activities with organization and an accurate sense of time. With the research-based tools Sarah has given us, we are ready to tackle executive function skill development in the educational setting and at home.

Once again, Sarah’s audience loved her practical, dynamic, quick-paced presentation.  Take a look at what Sarah’s audience thought of her seminar:

“Great manageable classroom suggestions to set students of all ages up for success!”  Meaghan C., Teacher

“Awesome – Great tips – leaving with a much better understanding of how to help my ADHD child with poor EF skills.”  Karen L., Parent

“Every student on my caseload presents with executive functioning limitations & now I feel like I have somewhere to start helping them!”  Anonymous, Occupational Therapist

“I’m a sophomore in high School and I wish you’d speak to my teachers. This seminar will definitely be helpful in school.”  Brian M., Student

“This seminar explicitly and clearly teaches tools for the whole class and interventions for individual students that feels practical enough to implement immediately & with fidelity.”  Heather A., Teacher

Thank you, Sarah!

Filomena Connor, MS, OTR/L

Working Memory: An Overview and Implications

Events & Conferences, Games, Motor & Movement,

Diane Long, Ed.D, MOTR/L, presented our latest Therapro Saturday Seminar, Working Memory: An Overview and Implications, on November 8, 2014. In addition to her role as Chair of Occupational Therapy and associate professor at Ithaca College, she developed the Therapro publication, TRUNKS®: The Game of Motor-Memory.

Diane met her objectives for the seminar by:

  1. Reviewing a number of theories about the developmental aspects of working memory;
  2. Discussing how working memory contributes to learning, socializing, and task completion; and
  3. Identifying strategies for improving working memory.
Cover of the game trunks, presented at the Saturday Seminar Working Memory: An Overview and Implications

Her engaging presentation style made reviewing neuro function interesting and applicable. She pointed out that with working memory we form a “mental snapshot” of a task in the prefontal cortex. She noted that working memory is a slowly developing system that does not mature until we are in our 20’s. Its job is to assist in keeping information organized without having to rely on external cues. An important key for us to remember when a child is working on a memory task is to minimize distractions for them, including not talking to them as they work.

Some researchers have found that using games can increase attention and motivation, which can improve visual memory. Diane has proposed that non-computer games (like TRUNKS) will improve working memory skills. She concluded her seminar by actually playing TRUNKS with the audience…”Elephants always remember.”

Seminar attendees had many positive comments about this seminar:

“Material was presented in a fun and interactive way with extreme relevance to therapeutic practice with children.” Molly F.

“Terrific and clear overview of working memory and the impact on learning. The working memory activities helped to apply the concepts.” Denise L.

“Informative but also interspersed with activities to keep up interest and also enhance theories.” Anonymous.

“Interesting topic, well presented, interactive and relevant to my job.” Neha S.

Thank you, Diane!

Filomena Connor, MS, OTR/L