For students with executive function challenges, problems with flexibility and goal-directed behavior can be a major obstacle to success in school and in life. With the enhanced second edition of this popular curriculumâ now optimized for both in-person and virtual instruction âyou'll have everything you need to explicitly teach executive function skills in today's educational environment.
A highly effective intervention for students ages 8â11, Unstuck & On Target! gives you 21 ready-to-use, field-tested lessons that boost critical skills like cognitive flexibility, problem solving, coping, and goal setting. Ideal for use with learners with autism, ADHD, and other challenges that affect executive function, this curriculum includes a comprehensive manual and a package of digital, downloadable components that are easy to print and use in face-to-face or virtual settings.
Unstuck and On Target! Benefits:
Optimized for the way you teach today. The new reconfigured format makes the kit more flexibleâyou can use it in schools or during remote instruction.
Meets the needs of MTSS Tier 2 learners. This proven curriculum is one of the few tailored to the needs of Tier 2 students who need more focused instruction.
Gives you explicit, step-by-step routines, activities, and scripts to help students improve executive function skills.
Targets the flexibility and planning skills every student needs to learn effectively, reduce stress, get along with others, problem-solve, and more.
Can be done with any class, by any teacher. Each ready-to-use lesson comes complete with clear instructions, materials lists, and tips for teachers.
Makes learning fun with engaging games, role plays, stories, and lively class discussions.
Reinforces new skills through 19 Home Practice handouts in English and Spanish.
WHAT'S IN THE REFORMATTED KIT: One print manual * Two digital, print-ready gameboards, available as one-page 11x17 PDFs, two-page 8.5x11 PDFs, and PowerPoint files * Four digital, print-ready posters * 50+ handoutsâdigital downloads now available as fillable PDFs
Want preprinted gameboards and posters? You can still order them here.
Already have the 2nd edition? Then you already have access to the new digital files! Just visit the existing downloads page on the Brookes Download Hub to access the files.
SPECIAL INSTRUCTIONS: Although it is important to provide the vocabulary and frameworks set forth in this topic, the group leader is expected to modify the activities as necessary to better meet the studentsâ needs.
Summary: Topic 1 introduces foundational skills that promote successful participation in group sessions and implementation of the Unstuck and On Target! curriculum. It introduces a Code of Conduct (ground rules) for the group sessions and a universal script (or routine) for completing work and organizing the group sessions called Goal, Why, Plan, Do, Check (GWPDC). Topic 1 also teaches students how to use a visual rating tool to identify their feelings (Feelings Target), how to link feelings to behaviors and outcomes (Feelings Chain), and common coping techniques for managing overwhelming feelings (e.g., deep breathing).
Prerequisite skills: None
Related skills: Awareness of body, use of visual rating tool
OUTCOMEâCRITERIA FOR MASTERY
The student understands and attempts to follow the code of conduct for group sessions.
The student can state the meaning of the goal and plan and check phases of the Goal, Why, Plan, Do, Check (GWPDC) routine.
Using a visual chart, the student can rate his or her current feeling state.
The student can identify and access several coping strategies and use them when needed.
TOPIC BACKGROUND AND RATIONALE
This topic introduces several foundational skills as well as a set of ground rules for behavior in the group sessions. Students are taught a standard operating procedure for reaching goals known as the Goal, Why, Plan, Do, Check (GWPDC). GWPDC is a fundamental script that underlies every session of Unstuck and On Target! It is a generic and widely applicable self-regulatory/problem-solving script that provides a template for approaching a problem, situation, or project. The first part of this script is an introduction to the concept of a goal. Making the definition of goal explicit is a very important step for students with executive dysfunction because they can easily over-focus on details and lose sight of the main reason for, or goal of, their activity. GWPDC breaks down any activity into small, achievable chunks, helping the student to focus on the right goal from the beginning. It promotes flexibility by encouraging the development of a plan, revision of the plan, and development of an alternative plan (Plan B). Students are encouraged to try things out (their plan) and then go back and check on the success of the plan. This provides a prompt for the self-monitoring that is often difficult for them. An additional virtue of this approach is that the focus is on the plan, not on the studentâs difficulties; therefore, a breakdown in the situation can be blamed on an unhelpful plan rather than on the student.
Topic 1 also introduces foundational skills for identifying feelings, linking feelings to actions and events, and using coping strategies effectively to manage overwhelming feelings. Unstuck teaches routines for regulating behavior in the face of flexibility demands and expectations for independent, goal-directed work (e.g., completing homework). These are hard skills for students with executive dysfunction and can be hindered by overwhelming feelings. Furthermore, students often struggle with identifying their feelings. As a result, they can fail to recognize their own stress until it is very high and they feel overwhelmed. It is important that instruction in executive function skills be accompanied by active support for increasing coping skills that will help students know what they feel and will give them strategies for managing overwhelming feelings.
Lesson 1Â Â Â Â Get to Know You
PURPOSE
The purpose of this lesson is to welcome the students into the group, help them get to know one another, and generate a Code of Conduct. The Code of Conduct should serve as the guidelines for how students can be successful group members. The Code of Conduct creates a common language around behaviors and expectations. There are two activities in this lesson.
Materials Required for All Activities
Not Included
Whiteboard or chart paper
Regular markers (if using chart paper) or dry erase markers (if using a whiteboard and when using the poster; see Included list at right)
Pencils
Group Reinforcement Visual (i.e., groupgoal/tally box and thermometer)
One full-size three-ring binder for each student to use as his or her Unstuck and On Target! (UOT) Notebook
Included
GWPDC for Lesson 1
Handout: All About Me!
Code of Conduct poster
Classroom Practice 1
Home Practice 1
LESSON 1
INTRODUCTION
Preview: GWPDC
Review
~3 minutes
Materials
Not Included
Whiteboard or chart paper
Regular markers (if using chart paper)or dry erase markers (if using awhiteboard and when using the poster;see Included list at right)
Included
GWPDC for Lesson 1
Instructions
At the beginning of every session, post the Goal, Why, Plan, Do, Check (GWPDC) on the board before the lesson begins. Since this is your studentsâ first time seeing a GWPDC, you will want to briefly explain that⊠each time the group comes together you will have something you want to accomplish or a goal. The âWâ stands for why. It is always useful to know why we want to achieve this goal. In order to accomplish the goal you will need to follow a plan and think about why the goal is important. Once you follow the plan, you always want to come back and check to se...
