Table of Contents: 1. We don't understand the end goal
2. We don't know the first step 3. There is a skill gap 4. Memory challenges 5. Emotional Regulation
What is activation
Activation is an executive functioning skill that involves planning out actions, organizing and gathering materials, starting assignments or tasks. You might also be familiar with the term task initiation- initiating meaning to "start." Activation can be in small steps- like changing into pajamas at night or answering the first question on a quiz.
Activation and task initiation can be particularly challenging for students with ADHD, dyslexia, and executive functioning weaknesses. Activation gets more challenging the larger or more multistep a task becomes. Here are some examples of multistep tasks.
In an academic setting:
research papers
science fair projects
book reports
preparing for final exams
applying to college
Adult responsibilities :
buying a house
getting a job
home renovations
let's be honest, doing the laundry
ADHD, Executive Functioning, Dyslexia, & Procrastination
If you haven't heard of the concept of activation before, you've probably heard of "procrastination," or delaying starting something that we know we should. It is actually a super common occurrence, especially for students with ADHD, dyslexia, and executive functioning weaknesses. Procrastination often elicits feelings of shame.
If we're not careful this can contribute to a cycle of raising the expectations for not doing enough which then creates a negative association within our brain in regards to the task. That negative association then makes us want to avoid it even more.
So, that's one reason we don't start tasks- it seems like a grueling activity that we have only demonstrated failing at.
There are more logistical reasons as well though. I've found when I show my students tools to work through these less personal barriers they often have the boost they need to overcome the procrastination cycle.
I am going to list some common reasons why procrastination and avoidance can happen, and how to overcome them.
1. Problem: We don't understand the end goal. If the target is unclear, it can be hard to know what to do.
Solution:
Check grading rubrics
Look for examples
Clearly read assignment directions before they start.
2. Problem: Students don't know the first step.
Solution:
Think about and write all the steps that will be required and what order they will need to be done in. This can get tricky- be prepared for these obstacles...
The steps may not be explicitly stated- you may need to think of them on your own. I recommend brainstorming, talking to peers, and asking the teacher if you get stuck.
If the steps are explicitly stated, there still may be some pre-steps that aren't directly stated. These might include buying needed materials, obtaining subscriptions, or ordering books.
3. Problem: There is a skills gap related to ADHD, dyslexia, or executive functioning.
For example, We may be assigned a research paper, but we haven't yet mastered paragraph or essay organization.
We may be working on math homework that involves comparing percentages, but we are missing some foundational concepts needed to understand fractions and parts of a whole.
Solution:
Go to extra tutorial sessions often provided for free by the teacher
Ask a peer or friend for help
Use online resources. For our listed examples- The internet has "solve the problem" websites and a plethora of example essays.
Weave in opportunities to practice missing skills.
4. Problem: We have a working memory weakness and frequently forget about tasks we need to do, or what the directions say.
Solution:
Physical and virtual reminders like post its, phone or calendar alarms
Work with a peer for accountability
5. Problem: We have an inhibitory control or attention weakness. We are easily distracted and have difficulty resisting impulses and screening out unnecessary information.
Solution:
limit distractions by removing unnecessary electronics
working in a structured study session or with a tutor
5. Problem: We struggle to regulate our emotion and energy states and may be hyper aroused or panicked often, or hypo aroused and in a "frozen" state
Solution:
I've write in detail about emotional regulation here.
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