Working on "regulation", but seeing students get more dysregulated? Here's why that's happening.

Many school teams AREN’T actually working on executive functioning when they think they are.As a result, they’re being more flexible and accommodating than ever, giving students a chance to process after behavioral escalations…Yet they’re seeing students continue to be dysregulated. In some cases, it’s getting worse. The same thing goes for helping kids stay organized and manage work. Kids refuse to use organizers and lists, forget to use them when it’s relevant, or require a ton of adult prompting when they actually ARE using them.In my free training, I share why these things happen. This free training, which I’ve recently updated, is called “How to Be Evidence-Based and Neurodiversity-Affirming With Executive Functioning Support”.In the training, I cover three common mistakes school teams make when implementing “executive functioning interventions”. In episode 264 of De Facto Leaders, I share two of those three mistakes. When you listen to this episode, you’ll discover:✅ Why students sometimes seem MORE dysregulated when asked to talk about melt downs or why they made a poor choice.✅ The relationship between executive dysfunction, anxiety, and time perception.✅ Why students aren’t more organized, even though you’ve giving them organizing tools like lists and plannersPlus, I share two case studies, including:✅ The student who was melting down during passing period, and why giving him more time to process his feelings was the last thing he needed (and how we supported him)✅ The student who could make himself throw up whenever we asked him to do a non-preferred task who became MORE distrustful of adults the more flexible we were.In this episode, I mentioned my free training where I share three mistakes professionals make when supporting executive functioning (that result in prompt-dependence and dysregulation). In this training, I cover the following:✅ Already working on executive functioning, and not seeing results? It could be because you're NOT truly working on executive functioning, even though you think you are. Learn how to make the subtle shifts that make all the difference.✅ Are severe behaviors preventing ANY true skill development? Learn the common mistakes school teams make (related to executive functioning) that create prompt-dependence and dysregulation, and what to do instead.✅ Are students struggling with peers, even though you're working on social skills? I'll share why "social skills groups" rarely result in good skill-transfer, and how to shift your service-deliver model to help students self-advocate and form relationships.✅ Not sure your team will buy-in to supporting executive functioning in classrooms? Learn the 3-part framework I teach SLPs, social workers, psychologists, counselors, and other interventionists that helps them implement building-wide executive functioning intervention, even with a huge caseload.You can sign up for this training here: https://drkarendudekbrannan.com/efleadershipIn this episode, I mentioned School of Clinical Leadership, my program that helps related service providers design scalable executive functioning interventions to ensure students get the scaffolding they need across the school day. You can learn more about the program here: https://drkarendudekbrannan.com/clinicalleadership