Event & Workshop

Dysregulated and Dysexecutive: Supporting Students with Autism, ADHD and Executive Dysfunction

 16-16 Jun, 2020


Watch how Hilary Murphy explains the myth of executive functioning not coming through until adolescence. The foundation skills of it start to emerge as early as infancy with continuous spurts of growth throughout childhood.  For example: when a baby looks at you while you are cooing or talking to them and ignores the environment around that is called developing attention, which is a very important skill that they are learning, 

  • The key ways to support students are advocacy, building on strengths, and connections. You should be able to build self-advocacy strategies and teach students to know how and when to ask for help. Next, you should be able to assist students in identifying their strengths and using their skills to compensate for their areas of difficulty. Lastly, you should be able to facilitate an accepting environment for all learners. 

  • Few classroom intervention strategies that you can keep in mind are creating a non-verbal cue when a child is distracted to redirect him/her, allow for motor breaks, and use a backpacking checklist or homework log. 

  • Few home intervention strategies that you can use like breaking down large goals into smaller steps, prioritize tasks by the due date and importance levels and reduce access to short term rewards and distractions to increase on-task behavior. 

  • You can improve cognitive flexibility by establishing a visual routine and giving much advance notice about when the routine is likely to change and in what aspect,  developing a routine for “when the routine changes” which will help the child in adjusting to unanticipated change and using a timer and ‘two-minute warning’.