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Don’t teach science. Hypermobility is very common in kids and affects way more girls than boys whereas autism affects way more boys. Also many famous dancers musicians and gymnasts are hypermobile and seriously doubt they’re lacking executive function in high numbers. You seem to read studies and contort them. You’re a very good writer but a shabby interpreter of data. Just wanted to clarify. Also I don’t believe executive function can be taught nor do I believe it doesn’t often improve on its own for many kids as they grow older. Anyone can learn to navigate something familiar but that’s not really a measure of executive function. I think it’s become an overused silly buzz word by people who evaluate kids and people who want an explanation for their faults and also choices.
So because it’s statistically unlikely that a hypermobile low-tone girl might have autism, Penelope is automatically “a shappy interpreter of data” who shouldn’t teach science?
As the mother of an autistic daughter who is currently in a wheelchair due to a hypotonia-related injury, I am trying to figure out how your condescending comment contributes any clarity or understanding of the topic.
For myself, I’m glad to see someone exploring different methods of teaching executive function.
Poor executive functioning is also characteristic of ADHD, which is more common than autism, but has a lot of overlap in the visible symptoms. Smart people with decent social skills and bad executive function likely have some degree of ADHD. Although ADHD can lead to bad social skills as well, due to not paying attention to social cues (as opposed to not seeing them at all).
Here’s a link to an article ( http://www.teachthought.com/learning/8-strategies-to-improve-executive-functions-of-the-brain/ ) posted today which includes the 8 key executive skills from the understood.org web site (which you referenced above) in addition to a video from developingchild.harvard.edu and some other links.