Cognitive Architecture Progressive Executive Function & Self

Cognitive Architecture: A Guide to Progressive Executive Function and Self-Regulation. Flashcard Theory for ADHD Executive Funtions and Self-Regulation Activities for All Ages. Executive Functioning Tool Kit.

Utilize the most authoritative, research-based guide available to transform executive function challenges into permanent authority over oneself through the use of this Comprehensive Executive Function: Building Block for Executive Function Flash Cards - Cognitive Architecture: Progressive Executive Function and Self-Regulation.

This 40-page professional textbook style resource represents Phase 1: Core and Theory, which offer critical theoretical foundation for developing a very effective flash card system providing scaffolding and support for the inhibition, working memory, and cognitive flexibility which together constitute the three key elements of Executive Function (EF).

This is NOT Generalized Brain Training and Rote Learning. It is Systematic Cognitive Engineering that has been constructed to Externalize Invisible Mental Processes via Physical Flash Cards with Color Coding (e.g., Red = Inhibition, Blue = Memory, Green = Flexibility) that Enable the Learner to Manipulate Physical Represents That Convey The Sequence, Obstacle , Timeline, Priorities and Consequences Until They Have Internalized Self-Regulation Skills.

What you will find in this guide…

Neuroscience and self-regulation

Clear explanation of the neural substrates involved with self-regulation (prefrontal cortex, VLPFC, anterior cingulate, limbic system connectivity)

Developmental trajectory for use of rules from a child’s age of three through the age of 19 (emergent rule use between the ages of 3 to 6, planning/organization between the ages of 7 to 12, risk assessment/emotional regulation from the ages of 13 to 19, and finally, the ability to compensate for and optimize ADHD, burnout, or TBI as an adult).

The principle of tangible cognitive development (why physical cards work better than app-based activities to support sensorimotor grounding).

Externalized sequencing techniques - (build timelines, include obstacle cards, practice gap analysis / rerouting)

Scaffolding framework - (I do, we do, you do/ internalizing) the journey to independence.

Real-life case studies of a 7-year-old child with ADHD (made a successful morning routine), a 34-year-old lawyer (were able to overcome analysis paralysis), and a 19-year-old survivor of TBI (were able rebuilt sequentially).

For parents, homeschoolers, special education teachers, school counselors, occupational therapists, ADHD coaches, psychologists, and adults trying to manage executive function, ADHD, anxiety, burnout, or TBI recovery.

This guide will help you create or use other printables for self-regulation, planning, impulse control, task commencement, time blindness, emotional regulation, and goal-directed persistence with flash cards. Perfect for use in special schools, as part of an ADHD intervention, as part of executive function coaching, during home schooling routine, during therapy sessions, and as tools to increase productive performance for adults.

Digital PDF – available for you instantly to download, use, and inspire sustainable behaviour changes.

Parents and educators appreciate it because of:

Visible and tangible results. By taking an abstract concept of executive functioning (EF) and using card-based, tangible activities to reinforce its concepts, parents have observed decreased intensity and duration of meltdowns, decreased reliance on frequent reminders, and increased efficiency with morning routines.

Developmentally appropriate and differentiated. The activity was designed with clear developmental stages in mind and with built-in scaffolding from high to low amounts of prompts/support so that EF activities can be appropriately matched to a child's biological EF maturity. This prevents frustration and prevents expectations of activities that do not match the developmental level of the child.

Evidence-based and practical. The card-based activities are based on neuroscience, including theories related to the function of the prefrontal cortex and the limbic system, and based on real-world case studies that show measurable improvements for students with ADHD, anxiety, and/or TBI.

Versatile in all environments (home, classroom, therapy space, and coaching). Teachers have reported this card-based activity to be low-prep for the teacher, but high-impact on students, particularly when used to support students with IEPs in special education or MTSS.

Ongoing skill development. The emphasis on phasing out levels of support will allow students to internalize executive functioning skills without relying on cards as a means of accessing executive functioning skill sets. Parents and educators have reported long-term improvement in students’ ability to engage with EF independently.

Target Grades/Student Groups:

This document is a comprehensive resource that can be used effectively by the following groups:

Preschool/Early Childhood (ages 3-6; pre-kindergarten through grade 1): This group of children will benefit from working on simple inhibition, holding onto one rule, and basic cause-and-effect sequences until they can move past the use of stimulus-bound behavior to see cause-and-effect.

Elementary and Middle School (ages 7-12; grades 2-6): There is a prime opportunity to learn complex sequences, planning, organization, time estimation, and interference control. This is the most effective time to work with students who demonstrate a high level of intelligence but have executive function deficits or who are developing symptoms of attention deficit hyperactivity disorder.

Middle and High School (ages 13-19; grades 7-12): This is an extremely critical time to address risk assessment, emotional regulation, goal persistence, and providing support to assess “hot” cognitive states in an academic and social environment when there is pressure to perform at a high level. Addressing impulsivity, transitions, and decision making among adolescents is critical for reducing future negative outcomes.

Adults (18+): This resource can be used to provide compensatory strategies and optimize functioning for individuals with attention deficit hyperactivity disorder; those who are experiencing burnout; individuals with anxiety who have difficulty with executive functioning; and those who are in recovery from traumatic brain injuries. Additionally, it can be used to create routines and to complete projects for professionals, college students, and adults.

This resource should primarily be used with individuals who are neuro-diverse (individuals with attention deficit hyperactivity disorder, individuals on the autism spectrum, and individuals who experience executive function deficits) or individuals who would benefit from structure in order to support self-reguation and develop a sense of agency.

Terms of Use:

This Book has been Copyrighted to Syed Hammad Rizvi. This can only be used by an individual for personal use and single classroom usage. The material may not be modified, redistributed or sold. In other words, you cannot put this material on the internet for access and download by the public.

If you wish to distribute this resource to others, you must purchase additional licenses through Teachsimple. Thank you for following these terms of use.

This product has been published by Syed Hammad Rizvi to bring you happiness.