Parallel Session Proceedings »
4.5.4 Where’d You Put My Trombone?: Parenting Strategies for Improving Executive Functioning
The once high-functioning gifted child may present as a secondary student who has overnight lost touch with his ability to manage his time, space, and materials. Parents may notice underachievement that has never occurred in the past, and they may find that simple tasks—like getting up for school—become nightmarish experiences almost on a daily basis. “I wish somehow someone would have convinced me that high school was important. I never appreciated the need to finish coursework for the teacher that didn’t like me.” Other students may believe they can fly under the radar, and that the teacher will not notice if they are present.
Relationships may make the difference for some students, and the presenters will help parents consider how to help the gifted child forge relationships to help them navigate difficult circumstances.
Students may assume that the parent will rescue them when they haven’t planned well, and presenters will help parents consider how to help the student plan effectively.
Presenters provide research on executive functioning, multitasking, self-regulation, what not to say to children with executive functioning difficulties, as well as the importance of reframing negative thoughts. Attendees will consider student examples, as well as methods that proved successful in helping gifted children to navigate the road toward adulthood.