Building Blocks - Higher Order Processes

Behavioral Impacts

• Difficulty starting tasks independently
• Can state what they are supposed to do but does not get started
• Slow to shift at same time as peers
• Requires constant cueing
• Does not make plans academically or socially
• Appears aloof or disinterested in peers
• Follower
• Lagging in independent living skills
• May appear lazy, unmotivated or spacey
• Often gets overlooked because they are not trouble in the classroom
• Seeks out adults for social interaction

Cognitive Academic Impacts

• Appears passive/resistant
• Difficulty knowing how to get started
• Difficulty managing long-range projects
• Does not complete homework or seatwork
• Turns in poor quality work
• Woefully incomplete work

Assessment Suggestions

• Behavior Rating Inventory of Executive Function, 2nd (BRIEF2)
• Comprehensive Executive Function Inventory (CEFI)
• Delis Rating of Executive Function (D-REF)
• Neurocognitive Evaluation Form 
• Observations in the environment
• Behavior observations during testing
• Parent, Teacher and Student Interviews

Environmental Supports and Accommodations

• Brain Injury in Children and Youth: A Manual for Educators (Chapter 3) 
• Provide a written routine to assist/help student begin work
• Provide assistance with getting started with school work
• Provide more frequent check-ins to ensure student is completing work
• Teach students how to observe others to identify what to do next
• Use visual imagery to practice the activity steps prior to initiation
• May need friendship groups or support initiating social interactions
• See Planning and Organization Building Blocks

Behavioral Impacts

• Difficulty with problem solving
• Doesn’t make plans with friends
• Rigidity of thinking
• Often late for class
• Often unprepared for class

Cognitive Academic Impacts

• Difficulty organizing thoughts
• Difficulty with long term assignments
• Difficulty with sequential tasks
• Difficulty with time management
• Difficulty writing papers
• Doesn’t brainstorm

• Cognitive Assessment System, 2nd (CAS2): Planning Scale
• Kaufman Assessment Battery for Children, 2nd: Planning Ability Scale
• A Developmental Neuropsychological Assessment, 2nd (NEPSY-II): Attention and Executive Function Subtests
• Wechsler Intelligence Scale for Children, 5th (WISC-V): Block Design
• Differential Ability Scale, 2nd (DAS-2): Recall of Designs and Block Design
• Behavior Rating Inventory of Executive Function, 2nd (BRIEF2)
• Comprehensive Executive Function Inventory (CEFI)

• Delis Rating of Executive Function (D-REF)
• Delis-Kaplan Executive Function System (D-KEFS): Tower Test
• Trails Making (A&B)
• Rey-Osterrieth Complex Figure
• Neurocognitive Evaluation Form 
• Observations in the environment
• Behavior observations during testing
• Parent, Teacher and Student Interviews

Behavioral Impacts

• Seems confused
• Copies behaviors of others
• Difficulty with transitions
• Easily frustrated
• Resistant
• Follower
• Is disorganized
• Loses things easily
• Spacey
• Conversations may be disjointed

Cognitive Academic Impacts

• Difficulty with long range projects
• Unable to do more than one step on a task
• Doesn’t turn in homework
• Homework is incomplete
• Not independent learner
• Often forgetful
• Work is messy
• Difficulties answering open-ended questions

Behavioral Impacts

• Argumentative
• Concrete thinker
• Rigid thinker
• Perseveration
• Difficulty making friends
• Difficulty taking feedback
• Difficulty with transitions
• Doesn’t like to try new things
• Lacks empathy
• Stubborn
• Issues with understanding the perspective of others

Cognitive Academic Impacts

• Difficulty coming up with solutions
• Difficulty deviating from schedule
• Difficulty shifting between tasks or ideas
• Difficulty with abstract thinking
• Doesn’t do what asked
• Doesn’t learn from mistakes
• Doesn’t think well on his/her feet

• A Developmental Neuropsychological Assessment, 2nd (NEPSY-II): Attention and Executive Function Subtests
• Wechsler Intelligence Scale for Children, 5th (WISC-V): Picture Concepts, Matrix Reasoning, Comprehension (questions requiring multiple responses)
• Differential Ability Scale, 2nd (DAS-2): Matrices
• Woodcock Johnson, 4th (WJ-IV) Test of Cognitive Abilities: Concept Formation
• Delis-Kaplan Executive Function System (D-KEFS): Sorting, Trail Making, Verbal Fluency, Design Fluency, Color-Word Interference, Tower
• Wisconsin Card Sort Test
• Children’s Category Test

• Behavior Rating Inventory of Executive Function, 2nd (BRIEF2): Shift Scale
• Comprehensive Executive Function Inventory (CEFI): Flexibility Scale
• Neurocognitive Evaluation Form 
• Observations in the environment
• Functional Behavioral Assessment
• Behavior observations during testing
• Parent, Teacher and Student Interviews

• Brain Injury in Children and Youth: A Manual for Educators (Chapter 3) 
• BrainSTARS Chapter 3 and Blue tabbed section: #10 Mental Flexibility
• Collaborative Problem Solving (Greene/Ablon)
• Executive Function in Children and Adolescents, 2nd (Dawson/Guare)
• Explosive Child (Greene)
• Lost at School (Greene)
• Promoting Executive Function in the Classroom (Meltzer)
• Smart but Scattered (Dawson/Guare)
• Smart but Scattered Teens (Guare/ Dawson/Guare)

• BrainWise (Barry)
• The Incredible 5 Point Scale (Buron/Curtis)
• Superflex: A Superhero Social Thinking Curriculum (Winner)
• You are a Social Detective (Winner)
• Why Try (Moore)
• Zones of Regulation (Kuper)
• Games that build Mental Flexibility: Center on the Developing Child 
• BrainLine Kids
• Center on Brain Injury Research & Training 
• Project LEARNet 

Behavioral Impacts

• Acts without thinking of the consequences
• Does not follow through with request to complete tasks
• Doesn’t think well on his/her feet
• Followers
• Lacks common sense
• Makes poor behavioral and social choices
• May appear depressed
• Oppositional
• Poor social judgment and risk taking behaviors e.g. promiscuity, school suspension
• Argumentative
• Stubborn
• Does not learn from mistakes

Cognitive Academic Impacts

• Can do rote learning but does not get broader concepts
• Concrete thinker
• Difficulty responding to open-ended or essay questions
• Difficulty with comprehension, e.g. reading, math, written expression
• Difficulty with math word problems
• Does better on multiple choice tests
• Does not generalize information appropriately (over or under generalizes)
• Does not get the big picture
• Lacks insight

Behavioral Impacts

• Difficulty keeping and making friends
• Difficulty reading social cues
• Difficulty with anger management
• Emotionally labile
• Meltdowns
• Over/under reaction

Cognitive Academic Impacts

• Cognitive distortions (exaggerated or irrational thought patterns)
• Difficulty with group learning
• Emotional pre-occupation that interferes with academics
• Trouble focusing

• A Developmental Neuropsychological Assessment (NEPSY-II): Social Perception Subtests
• Behavior Assessment System for Children, 3rd (BASC-3)
• Emotional Disturbance Decision Tree (EDDT)
• Scales for Assessing Emotional Disturbance, 2nd (SAED-2)
• Behavior Rating Inventory of Executive Function, 2nd Ed (BRIEF2): Emotional Control Scale
• Comprehensive Executive Function Inventory (CEFI): Emotional Regulation Scale
• Children’s Depression Inventory, 2nd (CDI2)
• Reynold’s Adolescent Depression Scale, 2nd (RADS-2)
• Revised Children Manifest Anxiety Scale, 2nd (RCMAS-2)
• Multidimensional Anxiety Scale for Children, 2nd (MASC 2)
• Conners, 3rd

• Conversational Effectiveness Profile – Revised (CEP-R): An assessment tool measuring Social Interaction, Social Communication, and Social-Emotional Regulation; socialpragmatics.com
• Social Skills Rating System (SSRS)
• Test of Pragmatic Language, 2nd (TOPL-2)
• School Functional Assessment (SFA)
• Vineland Adaptive Behavior Scales, 2nd (Vineland-II)
• Adaptive Behavior Assessment System, 2nd (ABAS-II)
• Functional Behavioral Assessment (FBA) Behavior observations during testing
• Neurocognitive Evaluation Form 
• Observations in the environment
• Parent, Teacher and Student Interviews

• Aggression Replacement Training. Goldstein, A, Glick, B. & Gibbs, J. Research Press
• American Speech Language Hearing Association 
• Assessment and treatment of TBI with school age children & adults. 1992. Ylvisaker, M. Buffalo NY: Educom Associates
• *Brain Injury in Children and Youth: A Manual for Educators. 2018. Colorado Department of Education.
• Brain Injury Survival Kit, 365 Tips, Tools, & Tricks to Deal with Cognitive Function Loss. 2008. Sullivan, C.
• *BrainLine – Children with TBI  – www.Brainline.org
• BrainSTARS: Brain Injury—Strategies for Teams and Re-education for Students. 2002. Dise-Lewis, J., Calvery, M. & Lewis, H.  
• BrainWise: 10 wise ways to stop and Think 1996. Barry, P.G. Denver, CO: Innisfree Press.
• Bully Proofing Your School. 2004. Garrity. C. Longmont, CO: Sopris West.
• *The Center on Brain Injury Research & Training. Evidence-based strategies for students with Brain Injury. https://cbirt.org/back-school
• *Center on the Developing Child: Harvard University. http://developingchild.harvard.edu/resources/activities-guide-enhancing-and-practicing-executive-function-skills-with-children-from-infancy-to-adolescence/
• Circle of Friends.  https://www.circleofriends.org/
• Essentials of School Neuropsychological Assessment, Second Edition. 2013. Miller, D.C. Hoboken, NJ: John Wiley and Sons, Inc.
• Executive Function in Education: From Theory to Practice. 2007. Meltzer, L. NY: Guilford Press.
• Executive Skills in Children and Adolescents, 2nd Edition. 2010.  Dawson, P. & Guare, R.  NY: Guilford Press.
• Explosive Child: A New Approach for Understanding and Parenting Easily Frustrated, Chronically Inflexible Children. 2014. Greene, R.W. Harper Paperbacks

• Helping the Child who Doesn’t Fit In. 1992. Nowicki, S. and Duke, MP. Peachtree Publishers
• How does your engine run? Alert Program for Self-Regulation. 1996. Williams, MS. & Shellenberger, S. TherapyWorks, Inc.
• In Focus: Improving Social and Emotional Intelligence One Day at a Time. 2013. McSheehy, T. Burlington, WI: Thoughtful Learning.
• Incredible 5 Point Scale. 2012  Burone, K. D. & Curis, M. Lenexa, KS: AAPC
• Incredible Years, Incredible Years Program, Seattle, Washington http://www.incredibleyears.com/
• *Interventioncentral.org – Interventions, suggestions, tools for social/emotional strategies. www.interventioncentral.org
• Kidspiration (Grades K-5) & Inspiration (Grades 6-Adult) Software programs – http://www.inspiration.com/
• Late, Lost, and Unprepared: A Parent’s Guide to Helping Children with Executive Funtioning. 2008. Cooper-Kahn, J. & Dietzel, L. Bethesda, MD: Woodbine House, Inc.
• *LEARNet, Ylvisaker, M, HibbardM & Feeney, T. www.projectlearnet.org
• Lifeskills Training http://www.lifeskillstraining.com
• Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them. 2014. Greene, R.W. New York, NY: Scribner.
• Make social learning stick!: How to guide and nurture social competence through everyday routines and activities. 2012. Sautter, E. Shawnee Mission, KS: AAPC Publishing.
• The MindUp Curriculum: Brain Focused Strategies for Learning and Living. 2010. Hawn Foundation. New York, NY: Scholastic Teaching Resources.
• *Positive Behavior Intervention Support. https://www.pbis.org
• Project Achieve: Stop & think social skills program. 2001.  Knoff, H. Longmont, CO: Sopris West.
• Promoting Executive Function in the Classroom. 2010. Meltzer. L. New York, NY: Guilford Press.

• Providing Alternative Thinking Strategies (PATHS), Kusche, C. and Greenberg, M., Channing Bete Company.
• Sarah Ward: Cognitive Connections: 360 Thinking.  http://efpractice.com/
• SecondStep: Skills for Social and Academic Success. 2011. Goldstein, A & McGinnis, E. Research Press Publishers http://www.cfchildren.org/second-step SkillStreaming.
• Smart but Scattered. 2009.  Dawson P & Guare R. NY: Guilford Press.
• Smart but Scattered Teens. 2013. Guare, R., Dawson, P. & Guare. New York, NY: Guilford Press.
• Social Thinking Worksheets for Tweens and Teens. 2014. Garcia Winner, M. San Jose, CA: Think Social Publishing, Inc.
• Superflex: A Superhero Social Thinking Curriculum. 2008. Madrigal, S. & Garcia Winner, M.  Think Social Publishing.
• Teachers Encyclopedia of Behavior Management 100 Problems/500 Plans. 2012. Sprick, R and Howard, L. Pacific Northwest Publishing
• *Think:Kids – Rethinking Challenging Kids. Massachusetts General Hospital.  http://www.thinkkids.org/
• Tools for Teaching, 3rd Edition. 2013. Jones F. CA: Frederic H Jones & Associates, Inc.
• Treating Explosive Kids: The Collaborative Problem Solving Approach. 2005. Greene, R.W. & Ablon, J.S. New York, NY: Guilford Press.
• Visual Spatial Portals to Thinking, Feeling and Movement 2012. Wieder, S., & Wachs, H. Mendham, New Jersey: Profectum Foundation
• *What Works Clearinghouse. 2002. U.S. Department of Education, Institute for Education Sciences.   www.whatworks.ed.gov
• Why Try – Building Resilience in the Workplace, at School and at Home.  Moore, C. https://www.whytry.org/
• You are a Social Detective. 2008.  Garcia Winner, M. & Crooke, P. San Jose, CA: Think Social Publishing, Inc.
• The Zones of Regulation: A Framework to Foster Self-Regulation & Emotional Control. 2011. Kuypers, L. San Jose, CA: Think Social Publishing.