Strength Based Scaffolding for Executive Function Skills

You've probably heard the term "scaffolding" in discussions about neurodiversity, neurodivergent profiles, and twice-exceptionality. But what exactly is it, and how can it be applied effectively? In this video, we dive into the practical side of scaffolding, showing you that you're likely already using these supportive techniques in your daily life! We explore how to enhance your scaffolding by adopting a strengths-based approach, focusing on your child's unique abilities to create tailored accessibility. Watch to learn what scaffolding looks like in everyday situations (with a relatable example of teaching a child to bike to school!). How to shift your focus from perceived "abilities" to accessibility and support. Creative ways to leverage your child's strengths (like art or storytelling) to make learning and new experiences more engaging and effective. Why scaffolding is unique for twice-exceptional (2e) individuals and their asynchronous development. Tips for understanding when more or less support might be needed. Scaffolding isn't about doing everything for your child; it's about providing the right amount of support at the right time, then gradually removing it as their confidence and independence grow. It's a journey that's different for every child, but incredibly powerful when approached with understanding and creativity.

Expand Here to Read the Video Transcript

Hi, I'm Teresa from REEL. One of the things you probably often hear about when discussing neurodiversity, neurodivergent profiles, and twice exceptionality would be scaffolding. In another video, we talk a little bit about what is scaffolding and how it's important. In this video, I wanted to let you know that you're probably already doing it.

One of the ways we can focus it, however, is making it a strength-based approach. So it's not about whether or not your child has the ability per se. That's part of it as their brains develop and grow, but the big part of it is accessibility. And this will change over time. But the idea is...Let me use an example from one of our small group facilitated discussions.

The mother of this child really needed their kiddo to ride their school—to bike, ride their bike to school in the morning. This was something that would be very helpful. She was a single mom with multiple children, and she wanted her oldest, who was in late elementary school, to ride his bike. What she told us was a great story of scaffolding. She started out by following him very closely for the 1st couple days, and then, as the time went on, she slowly fell back a little bit on her bike, watched him from afar, but still continued to remind him of the stops that were coming up early. Continued to tell him less and less about making sure to look left and right and left again, identifying cars.

The scaffolding was put in place. And she stayed close for a while, and then slowly that scaffolding came off, while her child became more and more confident with his ride to school.

So what does this look like in a strength-based idea? Wow! Knowing your child's strength can help you tailor more accessibility, can help you figure out different on-ramps for your child in a similar situation. So let's say one of your child's strengths is that they're a great artist. So, maybe you guys start with a map first before having your child ride to school. Sit down with your child and work on drawing a map. Work on making big red stop signs and street names, and how they would get there, and things like that, and then start the biking route. Maybe your child needs more of a long-term memory input. So you start by slower walks, shorter walks and then work your way towards making sure that they enjoy the full walk together before you even get on your bike, so that the route is there stuck in their memory, and they have an opportunity to walk it, feel it and experience it, using their strength.

Another might be that they have a strength in storytelling. This could be something fun also, so that the route becomes part of a fantasy tale, and they learn the route, they experience the route. They understand the complexity or where the map needs to go, because it's part of their story, and each time they ride to school they get to tell this wonderful story in their head about how they need to stop and identify the dangers and make sure that they pass by the magic cottage which happens to be their best friend's house.

So, taking the same situation and finding what it is that works as far as scaffolding can be something that you do, and everybody does a little bit differently for their child, because we're going to lean into our unique and special children. So what are their strengths? What do you hope to accomplish as a family, and take one small thing and work on it together in a positive and sometimes fun way. That's how scaffolding works. As you put the structure around, then you can slowly begin to take it away as they ride their adventure to school, living their story in grand excitement every morning.

So please know that scaffolding is different, and it's different for our twice exceptional kiddos and their asynchronous profiles. But it's possible. It'll take time, and it'll be different depending on the circumstances. Remember there are some days when you need more support, and there will be some days when our kiddos need more support. So take care of each other, support each other, and good luck with making it accessible in a different way.

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Thanks for joining us.

EF Strengths & Struggles Map

EF Function Cheat Sheet

Executive Function in 2e Learners (Video)