Executive Functioning and

PKUWhat it is, how it effects us, and what we can do

about it.

Rachel Kaup, M.Ed., C.ABAThe Parent Helper

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Who am I?? What do I know??

An adult diagnosed with CPKU Been officially on-diet since diagnosed Often non-compliant to treatment from pre-teen

years into the 20’s Went to grad school but didn’t finish Worked in various jobs after college Moved many times until early 30’s Earned Master’s degree mid 30’s First started to consistently comply mid 30’s First started to recognize difference in Executive

Functioning….last year

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What is Executive Functioning?

The Basics The executive functions all serve a "command and

control" function; they can be viewed as the "conductor" of all cognitive skills.

Executive functions help you manage life tasks of all types. For example, executive functions let you organize a trip, a research project, or a paper for school.

Often, when we think of problems with executive functioning, we think of disorganization. However, organization is only one of these important skills.

~Cooper-Kahn and Dietzel (2008), LD Online

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What is Executive Functioning?12 Executive Functions:

Flexibility – The ability to be adaptable, improvise, and shift approaches to demands.

Goal-Directed Persistence --The ability to perservere on tasks that require sustained effort.

Metacognition – The ability to self-monitor and observe.

Organization – The ability to use a systematic approach for achieving goals.

Planning – The ability to develop a set of strategies in order to accomplish a goal.

Regulation of Affect – The ability to manage one’s feelings effectively for decision making and task completion.

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What is Executive Functioning?12 Executive Functions (cont’d):

Response Inhibition (self-control) – The ability to stop or delay an action rather than display impulsive behavior.

Social Thinking– The ability to respond appropriately to social conditions.

Sustained Attention – The ability to maintain one’s focus and attention in the presence of distractions.

Task Initiation (getting started) – The ability to initiate a task without procrastination.

Time Management (prioritization) – The ability to respond to things in a timely fashion.

Working Memory – The ability to remember something while performing an activity on this memory.

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How does this issue effect us?

High levels (or phenylalinine in the brain) directly effects the neurological system, which in turn influences our everyday functioning

For school age people, EF skills are a crucial part of academic success

For working adults, depending on your job and/or EF skills you are stronger in, could be the basis of your status of employment!

(Take out your Executive Functioning Survey)

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What Executive Functioning Looks Like in the Classroom CLASSROOM TASK EXECUTIVE FUNCTION SKILL

REQUIRED Copying notes Working Memory Identifying major from minor details Prioritization Competing tasks within specified time limit Task initiation, Time management,

Sustained attention, Perseverance Reading comprehension skills Working Memory Completing a multi-step assignment Planning, Sustained Attention, Persistence Working as team member in group project Social Thinking, Flexibility, Regulation of

Affect Keeping track of papers and assignments Working memory, Organization, Sustained

Attention Organizing written assignments Planning, Working memory, Organization,

Metacognition Being ready to leave school at the end of the day

Task initiation, Planning, Time Management

Completing mathematical computations in one’s head

Working Memory, Sustained Attention

Having materials available to start on assignments

Task initiation, Planning, Metacognition

(c) 2007 LearningWorks for Kids

Answering Oral Questions/Class Discussion

Response Inhibition, Regulation of Affect

Studying for Tests/Exams Metacognition, Perseverance, Sustained Attention, Task Initiation, Time Management, Working Memory

Change of Class routine/schedule Flexibility, Response Inhibition

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Executive Functioning Issues from Dr. Susan Waisbren’s Presentation at the NPKUA Conference

1/17/10:

Everyday planning of diet or treatment regiment

Remembering Phe intake for records/management purposes

Remembering to take formula Internal reasoning of intake of foods not

allowed on diet, monitoring blood Phe, and making adjustments accordingly

Maintaining supplies: preplanning, not taken off guard with running out

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My Experience

Early years: good cognitive function, compliant with diet and formula

Preteens: Still ok cognitive function, starting to “experiment”, ok grades

Teen years: non-compliance to diet begins, slipping grades

Early Twenties: Started graduate school, left program after certification

Mid-Late Twenties: “Limbo” Early-Mid Thirties: Grad school, again,

difficulty with planning/org.

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My Experience (cont’d)

2006-2008: Changing my life and “remembering” my disorder

2009-Present: Aha!! My diet DOES effect my life and everyday functioning!!..It’s about time I figure that out…

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What we can do about it

Drink Formula / Take Protein/AA Replacement Comply to personal diet! (easier said than done) Keep a visual record: this helps when your

working memory is being effected by your higher phe intake, test your blood!!

Stop and consciously recognize what, why (peer pressure can be a factor)and how your eating

It’s a viscous cycle, if you’re not complying to your diet/therapy: it effects your executive functioning, which in turn, inhibits your ability to comply! UGGH!!

Gotta do it!!

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Survey Results Activity

Add up each of the sections. Identify your 3 lowest scores and

then your 3 highest. Now, each section represents an

executive skill. Every one stand up and sit down

when your strength has been mentioned as one of your strengths.

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Conclusion

My goal is for you to walk away with: Knowing what the Executive Functioning

Skills are. Knowing your strengths Knowing your weaknesses The motivation to address each and be

aware of how the diet effects (good or bad) your ability to function every day.