This presentation reviews the essentials of Executive Functions as they are contextualized in gifted and talented education. Challenges and practical recommendations are presented.

1. Morgan Appel, Director
Education Department

2. This presentation and a host of related
materials and resources may be accessed
directly using Slide Share
(https://www.slideshare.net/). Just search
my name and GATE and you will be there
in a flash!

3.  Being gifted is a gift—unless you are the one experiencing it first hand (both
blessing and burden)
 Gifted have a tendency to look outwardly for approval and inwardly for blame
 May experience unique pressures to ‘perform’ as if the spotlight is always on—
even when alone
 The gifted individual employs a somewhat bifurcated approach to life (rational
and emotional)
 Solutions must be epiphany based to mitigate perceived threat against the
social personality and related pushback
 The greatest risk is the social risk, and the greatest challenges for educators
and parents alike are socioemotional
 Gifted tend to be great starters, but at times lack discipline for follow through
(beginnings are always fun!)
 It becomes magnified through the lifespan and pronounced during adolescence
 Things come naturally—without having to work hard.

4. Executive
Functions and the
Gifted Individual
Executive functions are ‘those
cognitive processes that allow
people to plan, organize, make
decisions, pay attention and
regulate behavior (Fielder,
2017).
Recalling the manifold impacts
that gifted neurochemistry has
on the socioemotional/
affective domain, it is no
wonder that problems in this
area can lead to negative self
concept and exacerbating
perfectionist tendencies.
These impacts are by no means
linear. If left unattended, they
will magnify logarithmically
throughout the lifespan,
making giftedness more
struggle than gift.

5.  Not the same as intelligence—not what one
knows, but how to use it
 Executive function challenges frequently
associated with ADD and ADHD, but need
not be disorders—we all face these issues
 EF comprises those foundational skills
essential for school readiness and
persistence, not to mention survival in the
greater world

6.  The frontal lobe’s ‘CEO’ – metacognitive/process-
related skills
 Dependent upon three types of brain function: (1)
working memory; (2) mental flexibility; and (3) self
control
 Executive function must be cultivated (skills not innate)
and are hindered by toxic stress that disrupts brain
architecture and development of EF.
 Skills must be developed in diverse environments,
including home and school.
Source: Harvard University, 2017

7.  Inhibition of impulse
(lengthen the fuse)
 Previewing consequences
 Holding and manipulating
information in working
memory
 Sustaining attention
 Planning in the short and
longer term
 Saliency determination
 Task initiation
 Depth of processing
 Tempo control (speed of
work)
 Automaticity (skills that do
not require conscious
effort)
 Satisfaction (real, not
temporary)
 Organization and time
management
 Flexibility
 Self monitoring
 Metacognition
 Emotional self regulation

8. AppropriateCortex or Lobe
for Processing Initial Stimuli
Sensory
Stimuli
‘Primitive
Brain’
recognizes
the problem/
challenge
Prefrontal for Analysis; exploring
possible scenarios and solutions
(little voice in one’s head)
Working Memory reviews options
verbally and visually—based on
experience and knowledge
Referred
to Motor
Cortex for
Action

9. AppropriateCortex or Lobe
for Processing Initial Stimuli
Sensory
Stimuli
‘Primitive
Brain’
recognizes
the problem/
challenge
Referred
to Motor
Cortex for
Action
STRESS

10. Executive Function
Explained
“But I am just going to run in
for a second!”
(1) Immediately, we see ‘No
Parking’ and are tempted
to park. We need to run in
for a prescription, and are
thus confronted with a
challenge (Primitive)
(2) Sent toWorking Memory
to review possible
scenarios from the most
optimistic to the most
ridiculous. Self talk and
visualization
(3) Start to become infuriated
(no parking anywhere in
this town!) More self talk
(4) Action—and possibly a
ticket

11. Problems with executive functions typically lead to difficulties with self-concept,
both personal and academic. No matter how high their abilities, some gifted kids
simply don’t feel good about themselves. And parents, teachers and counselors
who misguidedly try to reassure or praise them find their efforts to be in vain.
These kids are frequently frustrated and have very little tolerance for their own
errors. They have trouble dealing with their expectations of themselves and their
expectations of others.
Additionally, other people in their lives have trouble understanding the inability of
these bright kids to get things done or to be able to express their thoughts and
feelings accurately. They frequently make impulsive decisions and decisions that
lack depth. Long-term goals elude them. In fact, they often simply don’t know
how to establish goals.
-- Fiedler, 2017.

12. Note the way in
which age and
experience
play important part
in responding to
change.

13.  Characteristics:
 Reduced agency
 Disorganization
 Poor impulse and emotional control
 Poor planning and goal setting
 Reduced use of metacognitive skills
 Distractibility
 Poor task persistence
 Time and task management
deficiencies
 Solutions:
 Remember: fun now, pay later
 Distraction-inhibiting
implementation intentions and
negative emotions associated with an
averse task
Source: Psychology Today, 2017

14.  Stifle immediate impulses
through routine
 Establish new habits (hard
work, but rewarding later)
 Avoid short-term temptations,
remove distractions
 Peer monitoring for
accountability
 Enjoy performance for its own
sake
 Careful in that the ups and
downs of procrastination may
lead to toxic stress (short-term
highs, long-term lows)

15.  Interplay between genetics and experience
to create a foundation for future learning.
Negative experiences can impact architecture
well into adulthood.
 Emotional well-being and social competence
pave the way for emerging cognitive abilities
 Consider what we know about the
neuroscience of giftedness and its
socioemotional characteristics
Source: Center on the Developing Child, Harvard University, 2017

16. Routine,
Ambiguity and
Anxiety
Neurochemically speaking,
departure from routine is
difficult for the gifted individual,
especially if the pathway is
ambiguous or where the chance
of success is undetermined.
Ambiguity tends to activate the
survival mechanism (fight, flight
or freeze) and the associated
adrenaline and cortisol that
signals the brain to focus can
produce an unpleasant
experience we are trained to
avoid.
Thus, the trick is to remove the
danger from the unknown and
to provide a sense of stability
and predictability moving
forward.

17. Avoid Toxic
Stress
Experiences
As we are well aware, a little bit
of stress can be a good thing as
it pushes us forward to achieve.
Neuroscience offers that the
stress response is associated
with the survival mechanism
and the neurochemistry of focus.
Beyond impacts to the problem
at hand, long-term experience
withToxicStress can have
lasting physiological effects and
serve as catalysts for
underachievement and
avoidance behaviors.
Be vigilant, as the gifted suit of
armor may mask symptoms of
this condition.

18. EF Challenge #2:
Poor Impulse
Control
Based on our understanding of
the gifted brain and
asynchronous socio-emotional
development among gifted and
talented, it is reasonable to
assume that poor impulse
control may emerge from the
excitement of novelty as well as
a consequence of boredom.
It may also inhibit the
establishment and pursuit of
long-term objectives, and
frustrate attempts at getting
organized.The longer-term
consequences may involve toxic
stress and avoidance behavior
as related to future
commitments.

19.  Distinguish between
feelings and behavior
(and the interplay between
the two)
 Cultivate active listening
skills
 Encourage creative
problem solving
incorporating
metacognitive strategies
 Anger management skills
(lengthen the fuse)
 Avoid chaos by providing
clear structure that will lead
eventually to automaticity
 Practice delayed gratification
strategies, amplified using a
‘token economy’ system
 Encourage physical activity
(managing impulses is easier
when engaged in moderate
activity)
 Model impulse control
 Play impulse control games
(memory games particularly
useful)
Source: Verywell.org, 2017

20. EF Challenge #3:
Setting Realistic
Goals and
Prioritizing
As we know, the gifted brain is
always processing information
in a lightning fast manner.The
result is that it becomes
difficult not to become
overwhelmed with
possibilities and prospects and
to get on with the work of
planning and prioritizing.
Much of mastering EF is to
slow down somewhat and
determine those things that
stand as priorities and to forge
a pathway forward to a clear
destination.To take action
based on information without
revisiting countless times.
Confidence and competence
going hand in hand.

21.  Avoid being overwhelmed
(as we know gifted tend to be
distracted easily): focus on a
keystone change and move
forward from there
 Be careful with direct praise
and use vocal tone to
communicate approval
(versus statements all the
time)
 Avoid behavior modification
(rewards system can become
incredibly complex and is
easily manipulated)
 Discover role models who
have benefited from
mastering EF
 Gamify organization using
technologies, and provide
opportunities for success in
the short term that
activate related
neurochemistry
 Always remember to stem
the flow of cognitive lava
and to help find balance,
voice and empowerment

22.  In twos or in a small group, identify 1-3 specific EF-
related issues you would like to address with your child.
How do these issues impact your child, his/her and you
as parents? Discuss with your peers
 Choose one thing that you might do differently (one
change you could make) that can help to start the
process. Share with your group (and perhaps the larger
group). Why do you think that making this change is
particularly effective? How can it inspire changes in
other areas?

24. Contact Information
Morgan Appel, Director
Education Department
UC San Diego Extension
9500 Gilman Drive #0170-N
La Jolla, California 92093-0170
858-534-9273/ mappel@ucsd.edu