Rebecca Schnitzer, ET/P; M.A.; PACC
6009 Belt Line Road, Bldg. A, Suite 101 Dallas, Texas 75254
Preston Grove
(469) 708-7622
Welcome to adhdintegrated
The prefrontal cortex is responsible for our Executive Functioning, and it can be likened to a symphony conductor (the brain conductor), whose job it is to direct, organize, and assemble (plan) his orchestra (any task). Performances may play to rave reviews (a well constructed & completed task) because musicians showed up consistently for rehearsals, they practiced, they knew the score inside out, and the conductor directed the musicians in such a methodical, coordinated, and understood (to all) manner to optimally execute the piece of music. That same prefrontal cortex who's not doing its job because of poor executive functioning (the brain conductor who is not prepared, interested or motivated) thus the string of "bad" performances, (poor grades, lousy reviews, disappointment, minimal effort, and low self-esteem).
What are the Executive Functions?
​​The Association of Educational Therapists defines Educational Therapy as "the practice of providing personalized, remedial instruction to children and adults with learning challenges, including but not limited to dyslexia, ADHD, executive functioning deficits, language, and visual and auditory processing issues. The ultimate goal of educational therapy is to foster development of self-confident, independent individuals who feel positively about themselves and their potential as lifelong learners."
Educational Therapy Explained
EXECUTIVE FUNCTIONS (EFs) are how each of us "maps out" a goal-oriented, cognitive task. Several examples are completing homework, thinking ahead of the steps necessary to write a book report, setting the table, getting sports gear together for practice, writing an annual report...They are a series of hypothesized cognitive processes carried out by prefrontal areas of the frontal lobes, such as planning, organizing, working memory, attention, inhibition, self-monitoring, self-regulation and initiation. Planning is ideally followed by action which, in a perfect world, is preceded by motivation. Identifying a client's own executive functions can assist in developing a customized plan to practice and strengthen known deficits. Why do we continue putting ourselves through the stress that often accompanies procrastination? Rather ask yourself, "do I have the best problem-solving skill set to figure this out?"