The final phase of step 3 addresses the student’s responsibility. It is important that the student take an active role in the strategy learning process. Once the strategy is selected, the student completes table 1.7 Student Implementation of Strategy With a Focus on Metacognition and UDL Principles. This helps the student to use the metacognitive process when responding to the questions posed, as well as taking ownership of his or her role in learning the strategy. A blank template for this chart is available in Appendix 1.11, and blank templates, modifiable versions of materials, and strategy cards can be found at http://resources.corwin.com/ExecutiveFunctioning.
TABLE 1.7 Student Implementation of Strategy With a Focus on Metacognition and UDL Principles
Step 4
Design and implement data collection tools to measure success in the use of the strategy, teach the selected strategy, and give the student a strategy card.
Use the data from step 1 to show the goals the student agreed to from step 2, and design data tools to measure the use of the strategies you and the student selected in step 3 to guide the strategy instruction.
Explain the strategy to the student and model it.
Provide motivation for the strategy such as use of a reinforcement and gain a continued commitment by the student. Games such as Jeopardy, Bingo, matching, and charades can be used to reinforce recall of how to use the strategy. Each game should require the student to explain the strategy and how it helps them.
Give the student the strategy card. Have the student practice the strategy using metacognition and referring to the strategy card as needed until he or she can use the strategy with automaticity. Collect data and revise as necessary.
The strategy card summarizes the strategy and serves as a reminder of how to use it. It outlines the process and steps that need to be followed to successfully implement the strategy.
Directions for Making Strategy Cards
To make the card,create or purchase a 3”×5” or business-size card. Place the name of the strategy on the front of the card, along with visuals if that is helpful for the student.
Place a description of how to use the strategy on the back of the card. It is helpful if this description is stated in the student’s own words. Check the description for accuracy.
Most students with executive functioning deficits will need multiple strategies to help them with several EF skills, with separate cards for each strategy. Clip the various strategy cards together using a notebook binder ring to create a strategy ring. To do this, punch a hole in the top left of the card if you are placing the card on a strategy ring. The ring provides students with an individualized portable reference system of strategies they have learned that support their areas of executive function weakness. Older students may prefer placing their cards in a clear vinyl card sleeve in their binder.
When the student finds success using the strategy in the classroom, generalize its use to other classrooms and situations. Blank templates, modifiable versions of materials, and strategy cards can be found at the URL: http://resources.corwin.com/ExecutiveFunctioning.
As the student continues to practice the strategy, it is important to determine whether the strategy is appropriate for teaching the student the executive function skill.
Design the data tools, collect data on the success of the strategy, and revise as necessary. This is the baseline phase of the data collection process. Once the baseline data have been collected, analyze the data and go back and make any necessary adjustments. For example, does the baseline data show that this strategy works for the student? Does the student need extra supports such as cues to remember to use the strategy? Does the student need extended time to complete the steps of the strategy? After the student has been taught the strategy, it is important for you as the teacher to determine whether the strategy is appropriate for the student’s needs and if the student is comfortable using the strategy. Not every strategy is appropriate for every student; therefore, it is important to evaluate if the selected strategy is suited to the student.
Step 5
Continue to collect data for the student’s use of the strategy.
As the student is taught a new executive function skill-building strategy, you will need to determine whether the student has mastered the strategy, which includes both using the strategy correctly and generalizing it to a variety of settings. Additional assessments will be based on the progress the student makes in demonstrating the executive function skill. Over time, the student will likely be using many strategies, some of which will apply to several executive function areas, and the data being kept will be vital in determining the continued effectiveness of the strategies being used. Data collection and record keeping will be addressed in detail throughout the book. A sample data recording template such as Sample Considerations for Ongoing Data Analysis Chart (see table 1.8) assists in the strategy data collection process. A blank template for this chart is provided in Appendix 1.12, and blank templates, modifiable versions of materials, and strategy cards can be found at http://resources.corwin.com/ExecutiveFunctioning.
TABLE 1.8 Sample Considerations for Ongoing Data Analysis Chart
Provide time and multiple opportunities for the student to practice the strategy until he or she has memorized it. According to Center on the Developing Child at Harvard University: https://developingchild.harvard.edu/science/key-concepts/executive-function/ (2017) scaffolding helps a child to practice and learn executive function skills. This is an integral process for the child to learn to independently perform the desired executive function skill. Diamond and Lee (2011) found that only practiced executive function skills generalize across environments. It is best if these skills can be practiced daily. Once the strategy is learned, you may then add more strategies to the student’s repertoire. Students should periodically review the strategies on the ring to maintain familiarity.
Step 6
Analyze all the data collected and evaluate the student’s success in using the strategy; update the Game Plan.
Step 6 focuses on the assessment of the student’s utilization of the strategy and its effectiveness. As the teacher, you need to determine the student’s success in learning and generalizing the strategy, and whether the strategy is helping the student. Ongoing assessment should address the following questions:
Does the student use the strategy in the noted area of executive function difficulty?