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Executive Functioning Skills Impact Learning
Executive Functions and Life-long success includes the ability to function, plan, organize, prioritize, monitor, reflect, integrate and change. These critical components enhance affective and effective learning.
Executive functions are neurologically-based processes involving mental control and self-regulation that allow us to anticipate outcomes and adapt to changing situations. They help us focus, pay attention, learn new information, remember and retrieve information. Executive Functions also help us cope with transitions and regulate emotional responses to stress and regulate behavior. They impact, working memory, problem solving, decision making, initiating, inhibition, self-monitoring, and deductive reasoning skills.
Integrative Re-Solutions teaches and helps the brain master these skills and the processes underlying learning. Integrative Re-Solutions bypasses the conscious mind and directly “trains” the brain to functional fluidity. As the brain becomes more competent and effective, physical and emotional symptoms resolve and learning is enhanced.
Education and therapy are significantly more effective after the executive cognitive functions in the brain are reliably and consistently accessed.
Executive functions are neurologically-based processes involving mental control and self-regulation that allow us to anticipate outcomes and adapt to changing situations. They help us focus, pay attention, learn new information, remember and retrieve information. Executive Functions also help us cope with transitions and regulate emotional responses to stress and regulate behavior. They impact, working memory, problem solving, decision making, initiating, inhibition, self-monitoring, and deductive reasoning skills.
Integrative Re-Solutions teaches and helps the brain master these skills and the processes underlying learning. Integrative Re-Solutions bypasses the conscious mind and directly “trains” the brain to functional fluidity. As the brain becomes more competent and effective, physical and emotional symptoms resolve and learning is enhanced.
Education and therapy are significantly more effective after the executive cognitive functions in the brain are reliably and consistently accessed.
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Does your child have problems with sustaining flexible, focused attention? Managing distractions and impulses? Prioritizing tasks? Planning and using time effectively? Taking and using notes? Preparing for tests? Managing motivation and energy levels? Regulating emotions?
These are ways in which Executive Function issues (sometimes called "Executive Dysfunction") show up in our children and create significant learning challenges. When a child is striving to keep up, but cannot access knowledge due to processing issues and learning differences, they are at a clear disadvantage. While many children are able to compensate for learning concerns in the early grades, educators see more of a struggle as the curriculum becomes more difficult. Unfortunately, children are sometimes labeled under-achievers, lazy, or purposely not working up to their potential.
Executive Functions are the “control system” of the brain that helps us organize and manage the many tasks in daily life. Executive Function skills are central to effective goal-oriented behavior, and are linked to educational attainment in all of the academic and social/emotional areas encountered in school. Various skills such as mental and emotional flexibility, meta-cognition, impulse control, resiliency, and more can be taught. See resources at www.researchild.org.
One way to optimize the acquisition of compensatory strategies is to address the underlying neurological issues that are causing the Executive Functioning challenges. Developments in brain imaging have demonstrated that, with proper stimulation, our brain can develop new, more productive pathways. Neuroplasticity is at the core of cutting-edge approaches to transforming learning and behavioral challenges.
These are ways in which Executive Function issues (sometimes called "Executive Dysfunction") show up in our children and create significant learning challenges. When a child is striving to keep up, but cannot access knowledge due to processing issues and learning differences, they are at a clear disadvantage. While many children are able to compensate for learning concerns in the early grades, educators see more of a struggle as the curriculum becomes more difficult. Unfortunately, children are sometimes labeled under-achievers, lazy, or purposely not working up to their potential.
Executive Functions are the “control system” of the brain that helps us organize and manage the many tasks in daily life. Executive Function skills are central to effective goal-oriented behavior, and are linked to educational attainment in all of the academic and social/emotional areas encountered in school. Various skills such as mental and emotional flexibility, meta-cognition, impulse control, resiliency, and more can be taught. See resources at www.researchild.org.
One way to optimize the acquisition of compensatory strategies is to address the underlying neurological issues that are causing the Executive Functioning challenges. Developments in brain imaging have demonstrated that, with proper stimulation, our brain can develop new, more productive pathways. Neuroplasticity is at the core of cutting-edge approaches to transforming learning and behavioral challenges.
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Brighten the Brain's Integrative Re-Solutions program has been highly effective working with children with stress, trauma, attachment problems, anxiety and Learning Differences including: Gifted, Learning Disabilities, Developmental Disabilities, 2E-Twice Exceptional, Autism, Auditory/Speed processing, ADHD, and Executive Cognitive Functioning Deficits.
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Potential Improvements in Learning Include:
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Change occurs on a continuum of ability, we see marked increases in these components across time. For some it is a huge improvement to begin to independently initiate action, others master it and never look back.
The American Academy of Pediatrics has recently recognized Brainwave Biofeedback as a clinically effective intervention in the treatment of attention & hyperactivity disorders. |
Integrative Re-Solutions Case Studies – Learning & Academic Improvement
Case Studies:
9 year old boy, PTSD, multiple foster homes, severe history of abuse
Before: Performance well below average, nightly struggle with homework and reading, wanted to quit school, freeze response when overwhelmed with questions at school
After: Enjoys school, Finishing projects ahead of schedule, reading chapter books and able to focus, able to regroup when asked questions, ask for help, and speak in the school play
13 year old boy, PTSD, neglect, neuroligical and attachment trauma, multiple foster homes and residential treatment centers
Before: Social/emotional development of a 7 year old. Lacked attention and organization. Frequent violent behavior at school.
After: Gained 3 years of academic capacity in 6 months. Social/emotional development progressed to that of a 10 year old. No violent behavior at school. Successfully completed day treatment program in 3 months and is integrating into public school. Calmer, more able to tolerate more stimulation.
4 year old girl, RAD, PTSD, multiple foster homes, severe history of abuse
Before: Severe temper tantrums, anxiety, learning well below age level
After: Excelling at school, is off her IEP and literally performs at the top of her class.
9 year old boy, PTSD, multiple foster homes, severe history of abuse
Before: Performance well below average, nightly struggle with homework and reading, wanted to quit school, freeze response when overwhelmed with questions at school
After: Enjoys school, Finishing projects ahead of schedule, reading chapter books and able to focus, able to regroup when asked questions, ask for help, and speak in the school play
13 year old boy, PTSD, neglect, neuroligical and attachment trauma, multiple foster homes and residential treatment centers
Before: Social/emotional development of a 7 year old. Lacked attention and organization. Frequent violent behavior at school.
After: Gained 3 years of academic capacity in 6 months. Social/emotional development progressed to that of a 10 year old. No violent behavior at school. Successfully completed day treatment program in 3 months and is integrating into public school. Calmer, more able to tolerate more stimulation.
4 year old girl, RAD, PTSD, multiple foster homes, severe history of abuse
Before: Severe temper tantrums, anxiety, learning well below age level
After: Excelling at school, is off her IEP and literally performs at the top of her class.