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Tools for School for Your ADHD Teenager with Executive Functioning Issues
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In this video, I’ll share the tools and processes that I use to help my teenagers with their executive functioning for school.
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Hi, everyone! This is Lara Hammock from the Marble Jar channel and in today’s video, I’ll share the tools and processes that I use to help my teenagers with their executive functioning for school.
If you are watching this video, you probably have a kid with ADHD or executive functioning issues. My kids have both. Executive functioning refers to the ability to plan ahead, remember assignments, organize, manage time, and get things done. As you already know, there is a narrow line that we walk as parents. Do we help our children? Or do we allow them to fail and learn their lesson the hard way? I’m sure you have run into a couple of well meaning, but slightly clueless folks who say, “They will never learn if you don’t let them fail!” Well - that may be true of a kid who doesn’t suffer from ADHD or executive functioning problems. But for kids who do, a) they have probably been receiving negative feedback their whole school career and b) failure is inevitable in most cases since they don’t have the built-in tools to succeed in a school environment. What that creates is a damaging feedback loop, which can cause a self esteem crisis and lead them to stop trying altogether. This "let them fail" theory looks something like this: your teen fails three classes in the first quarter of school, which you find out when report cards come out, he then learns from his mistakes, realizes he has to make changes, course corrects using his internal executive functioning skills, and goes on to make As the remainder of the year. If this rings false for your kid, you are not alone. Under that scenario, my kid would get 3 Fs the first quarter of school, feel like a giant failure, not know how to course correct due to his lack of executive functioning skills, bury his head in the sand, continue to fail classes, and have to repeat the grade. Professionals generally will tell you NOT to let ADHD kids fail completely for those reasons. I subscribe to a "small failure, big net" theory. Here’s what that looks like: I allow for a certain amount of independence, so we start off the same — with 3 Fs halfway through the first quarter. I am vigilantly watching his grades through the parent portal, so I notice what is going on. Before he hits rock bottom, I supply him with some tools and processes — let’s call it external executive functioning, so that he can stay above the full failure line. Then rinse, wash, and repeat. This is why it is called small failure, big net. He fails, but not fully, and I provide the safety net and tools to make sure the bottom doesn’t fall out. What I have found is that he is only really open to accepting help from me when he reaches these small failure areas. So, these are the points at which I can introduce new tools and processes. Otherwise, he feels like he is doing fine — he doesn't need help -- and sometimes he is. My hope is that by giving him these external tools and processes, he will begin to build the habits and techniques that most other folks have internally from the get go. And over time, there will be fewer small failures to recover from. It does take some work on my part — but not a staggering amount. Let’s talk about the tools and processes that I use. . . . .
Please subscribe and leave comments below!
Hi, everyone! This is Lara Hammock from the Marble Jar channel and in today’s video, I’ll share the tools and processes that I use to help my teenagers with their executive functioning for school.
If you are watching this video, you probably have a kid with ADHD or executive functioning issues. My kids have both. Executive functioning refers to the ability to plan ahead, remember assignments, organize, manage time, and get things done. As you already know, there is a narrow line that we walk as parents. Do we help our children? Or do we allow them to fail and learn their lesson the hard way? I’m sure you have run into a couple of well meaning, but slightly clueless folks who say, “They will never learn if you don’t let them fail!” Well - that may be true of a kid who doesn’t suffer from ADHD or executive functioning problems. But for kids who do, a) they have probably been receiving negative feedback their whole school career and b) failure is inevitable in most cases since they don’t have the built-in tools to succeed in a school environment. What that creates is a damaging feedback loop, which can cause a self esteem crisis and lead them to stop trying altogether. This "let them fail" theory looks something like this: your teen fails three classes in the first quarter of school, which you find out when report cards come out, he then learns from his mistakes, realizes he has to make changes, course corrects using his internal executive functioning skills, and goes on to make As the remainder of the year. If this rings false for your kid, you are not alone. Under that scenario, my kid would get 3 Fs the first quarter of school, feel like a giant failure, not know how to course correct due to his lack of executive functioning skills, bury his head in the sand, continue to fail classes, and have to repeat the grade. Professionals generally will tell you NOT to let ADHD kids fail completely for those reasons. I subscribe to a "small failure, big net" theory. Here’s what that looks like: I allow for a certain amount of independence, so we start off the same — with 3 Fs halfway through the first quarter. I am vigilantly watching his grades through the parent portal, so I notice what is going on. Before he hits rock bottom, I supply him with some tools and processes — let’s call it external executive functioning, so that he can stay above the full failure line. Then rinse, wash, and repeat. This is why it is called small failure, big net. He fails, but not fully, and I provide the safety net and tools to make sure the bottom doesn’t fall out. What I have found is that he is only really open to accepting help from me when he reaches these small failure areas. So, these are the points at which I can introduce new tools and processes. Otherwise, he feels like he is doing fine — he doesn't need help -- and sometimes he is. My hope is that by giving him these external tools and processes, he will begin to build the habits and techniques that most other folks have internally from the get go. And over time, there will be fewer small failures to recover from. It does take some work on my part — but not a staggering amount. Let’s talk about the tools and processes that I use. . . . .
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