Executive Functions Archives

Helping Elementary Students Develop Fine Motor Skills

November 19, 2013 Brad Hoffman

Here are ten exercises to help elementary students with the development of fine motor skills and writing control.

Items needed: putty, 10 pennies, index cards, 10 paperclips, pencil, paper, margarine tub

1. Roll putty into a snake. Pull off 10 pieces. Roll each piece into a small ball using thumb and 2 fingers. No cheating by using the table or other hand!

2. Flatten all putty pieces and roll into a large ball. Rotate this ball in your fingertips (like the earth rotating on it’s axis – repeat for 30 seconds each direction).

3. Line up 10 pennies on the desktop. Flip them over quickly from left to right and return back to the left side.

4. Put away the 10 pennies by picking up 3 and storing them in your hand by trapping them with your little finger. A 3 1/2 year old can do this. Then rotate each coin singly out to your pinch and place the penny into the slot of the margarine tub. Repeat until all pennies are stored in the bank. If 3 are easy, try holding 4 at a time.

5. Write 10 letters or numbers along the borders of an index card. We want to challenge our student by having them quickly place a paperclip onto the correct letter or number, in sequence.

6. Make an “OK” sign with your thumb and index finger. Link your fingers with a partner and play 5 tug-of-war games.

7. Play dice games. Cupping the hand is very important to build the arches of the palm.

8. Fingerspell the alphabet, having students practice their name, as a motor planning activity.

9. Hold a pencil in your best writing grip and walk your tripod up and down the length of the pencil.

10. Place 10 dots across a piece of paper. Quickly make a circle around each dot. Check your work for ovals. We want to develop greater distal control to form circles quickly.

* For younger students that are struggling with directionality of letters, use a tracing method where the student goes over your printing with a changeable marker. This is usually motivating. For the older student, try using a yellow or blue highlighter and let the student trace with this pencil.

** For difficulty learning spacing, give a visual cue by underlining 4 spaces per writing line, with a yellow highlighter. You will give your student a concrete place to put the words. Fade the spaces after one month and reassess.

Written by: Editorial Team, My Learning Springboard, Inc.

Explaining Learning Disabilities to Your Child

October 31, 2013 Brad Hoffman

By Marcia Brown Rubinstein
Original Source: Smart Kids with Learning Disabilities

AT A GLANCE

How and when to tell your child about her learning disabilities depends on your readiness as well as hers • The “right time” is sooner rather than later, never in anger, and always in an atmosphere of optimism and confidence • Encourage ongoing discussions characterized by honesty, clear communication, reassurance, and an emphasis on her unique abilities.

As a parent, you must make sure that your child has the right information at the right time so that she can navigate her world with confidence. The same is true for information about learning disabilities.

Parents often agonize about telling a child that she has learning disabilities. But can you imagine not telling your child she has asthma because you don’t want her to feel funny using an inhaler to breathe?

Learning disabilities are just as real and just as disabling as biological differences. The sooner they’re addressed, the better the prognosis for a productive future.

FINDING THE RIGHT BALANCE

In the absence of an explanation, your child will assume that she is stupid if she stumbles in class, struggles with assignments, and sees that others need less assistance to learn. If you haven’t educated her about her unique learning style before that happens, you’ve waited too long.

On the other hand, if you describe all the difficulties that may develop from a particular diagnosis, you may create a self-fulfilling prophecy. She may assume that she is incapable of learning anything, so why bother trying? In that case, you have disclosed too much too soon.

Is there a perfect time to inform your child about her learning disabilities? Of course. But the perfect time is different for every child, in every family, in every culture, in every setting, in every school, for every type of intellectual range, and for every type of learning disability.

So how and when should you begin to educate your child about her learning differences? The answer is simple: When you are ready, when she is ready, when the time is right, better sooner than later, never in anger, and always in an atmosphere of optimism and confidence. Following are tips to help you through the process.

Educate yourself about your child’s diagnosis and her assets and deficits before communicating the scope of the learning disability to her. In your discussions do not lose sight of her strengths and unique abilities.

Reassure her that she’s perfectly healthy, then explain her specific learning disability in detail suitable to her age and intellect. If she has dyslexia, for example, you may want to say that her brain works differently when she reads. If she’s been mixing up letters, point it out as an example of what happens with dyslexia. With older kids, prepare material for them to read and referrals to websites that explain their specific type of LD in language they can understand.

Tell her how you’re going to get help. Reinforce the fact that you and all family members will do everything it takes to guarantee her success. Share some examples of successful people with LD.

Explain tasks she’ll find easy to complete and ones that might provide challenges. Find support professionals to cover areas you cannot manage yourself. This includes emotional as well as cognitive issues.

Maintain an ongoing discussion about your child’s future. Discuss your expectations and hopes as well as hers. Make sure she knows that she can excel as long as she works hard. Don’t downplay the fact that there will be frustration along the way. Reinforce the fact that you and other family members will do what’s needed to ensure success.

Communicate clearly. Make sure your child understands everything you’re saying. Don’t hide behind jargon and clinical terms. Translate those into language she will understand. Help her apply the information in proactive, upbeat ways.
Compliment her often and sincerely. Self-esteem and resiliency are often fragile in a child with LD. Praise her lavishly, but make sure you mean it. Never give empty or gratuitous praise.

Get involved in your child’s school. There is nothing better than your active and obvious presence. You are your child’s primary educational advocate. Make sure that the teachers and administrators know you and know that you are overseeing her entire school program. Don’t find out too late that accommodations were not carried out.

Tell your child at least once every day, “I love you.” This advice works well for kids without LD too, but for those with LD, it’s as critical as food and shelter.

There may be few things more difficult than having these important discussions with your child, but if you get stuck, keep going back to No. 9. It’s more important than all the others combined.

Make the Most of Reading Aloud

October 4, 2013 Brad Hoffman

As early childhood teachers we often tell parents, particularly before their child is conventionally reading on their own, that the best thing that parent can do is read TO their child. For many families, this may seem obvious and they have been doing this since their child was a toddler, if not before.

But just reading to them doesn’t take advantage of the many ways their child could be learning even more. Comprehension is the goal, and the child will be learning this process when they begin to read on their own and work towards fluency.

There are ways the reader (parent) can enhance comprehension for their young learner by doing a few specific things, before the child ever receives explicit reading instruction:

Read the book yourself first. This allows you to be familiar with the story so you can ask informed questions of your child.
Have in your mind the questions you will ask.

Have your child:

Look at the cover first and predict what the story will be about.
During parts of the book where something particularly important happens, make a prediction of what will happen next in the story. They don’t have to be right. Revisit later in the text and examine the prediction’s validity.
How will a character solve a problem?
How is the character feeling right now?
Explain/paraphrase what is happening in this part of the story.
What happened at the end of the story?

At the end:

How did a character change or grow during the story?
Summarize the story. What happened?

Try to avoid questions that only elicit a yes or no response. The questions above encourage the child to stop and really think about the text, and even empathize with the character(s). It is beneficial when using both picture books and chapter books.

The conversations that emerge will greatly enhance comprehension and understanding, and of course, the same techniques will be just as important when the child begins reading on their own. Consider making it a practice of having “book talks” when sharing stories together.

Written by: Editorial Team, My Learning Springboard, Inc.

Top 10 Tips for Enhancing Language Development for Caregivers or Nannies

September 19, 2013 Brad Hoffman

1. Follow the child’s lead.

Youngsters beginning to speak (around 12 months of age) tend to speak about what interests them, therefore, a key strategy that should guide caregiver language is to follow the child’s lead. In doing so, we are more likely to obtain a spontaneous imitation or utterance expansion from the child if we simply comment on that in which the child appears to be interested.

2. Ask fewer rather than more questions.

The natural flow or turn-taking that characterizes conversations between caregiver and child proceeds more easily when the caregiver asks fewer rather than more questions. In other words, the frequent or rapid firing of questions to a child typically disrupts or interrupts the child’s train of thought and disrupts the flow of back and forth conversation. Rather than frequent questioning of the child, the caregiver will be more successful when providing comments that follow the child’s interest and target the child’s particular topic or focus in play. For example, if the child is building a tower with blocks, the caregiver might say, “Wow that tower is very tall!”

3. Expand or enhance the child’s utterance.

Thus, rather than directing the child’s play and language by telling him what to play with and what to do, the caregiver will get the most bang for the buck, by expanding or enhancing the child’s utterance. For example, if the child is playing and says, “Wash baby!” The caregiver might say, “Oh, the baby needs a bath!”

4. Indirectly model correct forms using upbeat intonation patterns rather than directly correcting errors or incomplete formulations.

Rather than directly telling the child to repeat or “Say…” certain language formulations, indirectly model the correct formulation. Best practice advises us to provide the actions and simple comments in a more naturalistic manner, with a playful and perhaps upbeat intonation pattern. This will often be perceived by the typical toddler as an ‘invitation’ to imitate or practice the spoken form. Even when the child produces a language form that is incorrect or incomplete, the caregiver is advised not to make explicit corrections, but rather to indirectly model the correct formulation. Thus, if the child says, “Look! Two boot!” the caretaker should simply say, “Yes, two boots.”

5. Do not compare your child’s speech and language to his peers, siblings or other family members or friends.

Since children all develop at their own rate, it is not advised to compare one child to his siblings, cousins, or neighbors.

6. Have a professional speech-language evaluation if there are parental concerns about the rate or nature of your child’s speech and language development.

Since children progress according to a unique pattern, if there is concern about the rate or nature of the child’s language development, it is advisable to have a professional speech-language pathologist evaluate the child to determine if the child has progressed sufficiently and whether there is a need for continued monitoring of his or her language skills. If there are continued parental concerns about the child’s language development, and if there is a question about whether progress has been sufficient, the speech-language-pathologist will screen the child again after a specified time, to determine if he or she is making sufficient progress on his or her own. (Younger children need more frequent re-evaluations.)

7. The caretaker or nanny will be better equipped to facilitate the child’s language if there has been a consultation with a licensed SLP.

Once the caretaker has consulted with a certified speech-language pathologist, and has gained a better understanding of the child’s language capabilities, he or she will be better equipped to guide the child and facilitate his or her language. Thus, the caretaker will know whether to focus on vocabulary enhancement, syntax or sentence formulation, meanings in words and sentences, or the practical or pragmatic functions that language can serve.

8. Share books with the child in a playful way that models word and sentence meaning, as well as language use.

This is an exquisite way to enhance the child’s language abilities.

9. Caretakers or nannies can benefit greatly from sessions with a competent speech-language pathologist.

For children receiving speech and language enrichment from a certified speech-language pathologist, the youngsters will benefit enormously if the caretaker or nanny is present during language therapy sessions.

10. Follow the child’s lead in play.

This is an invaluable way to help enhance a child’s language. Most importantly, play and language are the foundations to literacy.

Written by: Editorial Team, My Learning Springboard, Inc.

Economics and Fiction: An Unlikely Pair

September 9, 2013 Brad Hoffman

$Econ and Fiction$ It’s cliché but true: a great teacher can change your life. In college, I majored in economics, a discipline which attracts me because it provides a rigorous quantitative framework that can be applied to examine any type of social or political problem. But on a whim in my junior year of college, I switched out of a mathematical economics class and into a class about King Arthur, Robin Hood, and Joan of Arc. The professor had an excellent reputation, and I’d always loved reading. At the time, I felt that equations were valuable, but on their own, they didn’t always spark my interest.

Suddenly my worldview changed: reading assorted tales of medieval adventure, I realized that literature tackles many of the same problems I’d always assumed that I needed an economics degree to examine, and that the ways books investigate these problems is vivid and imaginative in a way not always permitted by the strict rules of economic analysis. The mechanisms used by the books I was reading – language and narrative structures – are more communicative, more descriptive, and more seductive than numbers; they animated the economic and political principles at stake.

My economics research focused on trends in contemporary U.S. income inequality. A thousand years ago, tales of Robin Hood examined similar disparities between rich and poor; tales of Arthur and his knights explored concepts of democracy and tinkered with the idea of placing political power in the hands of the populace. Deep in the midst of feudalism, progressive taxation and democracy were impossibilities in England, yet there they were, staring at me in attractively heroic form. I was—and still am—hooked.

Reading literature forces me to re-examine my analytical assumptions as an economist; economics grounds my study of literature. But I might not have figured that out if I hadn’t taken a chance and switched into a class very different from the ones offered in my major. Most people encourage you to streamline your interests and focus so that you become efficient at one thing. Efficiency is important, but it also pays off to resist this process of narrowing down. Being able to think in multiple ways will allow you to come up with creative solutions that you might miss otherwise. And of course, it’s also more fun.

By Elias Leight, Private Tutor

Helping Elementary Students Develop Fine Motor Skills

Explaining Learning Disabilities to Your Child

AT A GLANCE

FINDING THE RIGHT BALANCE

Make the Most of Reading Aloud

Have your child:

At the end:

Top 10 Tips for Enhancing Language Development for Caregivers or Nannies

1. Follow the child’s lead.

2. Ask fewer rather than more questions.

3. Expand or enhance the child’s utterance.

4. Indirectly model correct forms using upbeat intonation patterns rather than directly correcting errors or incomplete formulations.

5. Do not compare your child’s speech and language to his peers, siblings or other family members or friends.

6. Have a professional speech-language evaluation if there are parental concerns about the rate or nature of your child’s speech and language development.

7. The caretaker or nanny will be better equipped to facilitate the child’s language if there has been a consultation with a licensed SLP.

8. Share books with the child in a playful way that models word and sentence meaning, as well as language use.

9. Caretakers or nannies can benefit greatly from sessions with a competent speech-language pathologist.

10. Follow the child’s lead in play.

Economics and Fiction: An Unlikely Pair

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