| D | Define Problem |
| E | Express Importance |
| C | Create Solutions |
| I | Identify Solution |
| D | Do It |
| E | Evaluate |
Your teen lacked skills that are used to get their room clean.
You needed to dig a little deeper to find which skills need to be addressed.
You both expressed the importance of having a clean room from your individual perspectives.
You both brainstormed potential solutions. You simply listed them without judgment.
You and your teen chose a solution that addresses the task.
Step five in the DECIDE problem solving process is: Do It!
The key concept here is action. Some of the executive functions skills needed:
| Executive Functions Skill | Strategy |
|---|---|
| Task Initiation is “the ability to begin a task without undue procrastination, in a timely fashion”. (Dawson & Guare, p. 2). | Provide external supports • Alarm to signal start of task • List of instructions • Audio of teen’s voice going over list of instructions –can’t accuse you of nagging! |
| Working Memory is “the ability to hold information mind while performing complex tasks”. (Dawson & Guare, p. 1). | Simplify instructions • Use steps as a checklist • Check ins • Chunk some tasks together |
| Metacognition is “the ability to stand back and take a bird’s-eye view of oneself in a situation. It is an ability to observe how you problem solve. It also includes self-monitoring and self-evaluative skills”. (Dawson & Guare, p. 1). | Develop questions to help • Assess self while performing task • Estimate how long task will take • Check task for completion |
References: Dawson, P, & Guare, R. (2010). Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention, Second Edition. The Guilford Press. New York.
Next time we’ll look at the sixth step in DECIDE — Evaluate.
