What is Executive Functioning?
 A set of mental skills that are coordinated in the
brain's frontal lobe. Executive functions work together
to help a person achieve goals.
 We use executive functioning when we plan, organize,
strategize, pay attention, and remember details.
Development of Executive
Functioning Skills
 Executive functioning is slow to fully develop.
 It emerges in late infancy, goes through marked
changes during the ages of 2 through 6, and does not
peak until around age 25.
 Therefore, it is important for children to be provided
with strategies and adult support in order to help them
acquire these skills.
Executive Functioning Difficulties
 Planning
 Organizing Materials and Space
 Time Management
 Working Memory
 Initiating Tasks
 Difficulties can be seen at any age but tend to be
increasingly apparent during the elementary grades as
the demands of school work increase.
How Can Executive Functioning
Affect Learning?
 Trouble initiating and completing tasks in a timely manner.
 Difficulty generating ideas independently.
 Difficulty retaining information that is required to
complete a task.
 Difficulty in communicating details in an organized,
sequential manner (i.e., orally and/or in writing).
 Struggles to understand the planning that is needed to
complete a project.
Executive Function:
Inhibition
 Ability to stop one’s own behavior at the appropriate
time, including stopping actions and thoughts (i.e.,
impulse control).
 Examples: Student interrupting their parents when
they are on the telephone. Student unable to complete
homework because of video games/YouTube.
Strategies for Inhibition
 The use of visual cues can be highly effective for this
deficit area.
 Some examples may include: stop sign, hand signals,
pictures of ‘quiet mouth,’ traffic light
 Use of a fidget toy or object.
 Some examples include: Tangle, velcro, squishy ball,
fun-tac/ therapy putty
 When a child begins to interrupt, ask them to write
down their comments/questions. In order for this
strategy to be effective, make sure you give the child
time to talk about what they have written.
Executive Function:
Shifting
 Ability to move freely from one situation to another
and to think flexibly in order to respond appropriately
to the situation.
 Example: Your child does not want to stop playing
their video games and begin their homework.
Strategies for Shifting
 Provide warnings as to when the transition will occur
(i.e., “In 5 minutes, I need you to clean up your toys
and begin your homework.”)
 The use of visual timers. This strategy provides a nonverbal warning and helps children understand the
concept of time.
 Schedules can be used to prepare your child for the
series of activities they need to complete while at
home.
 Based on your child’s developmental level and ability, a
visual schedule (i.e., with pictures) may be useful.
Executive Function:
Initiation
 Ability to begin a task or activity and to independently
generate ideas, responses, or problem solving
strategies.
 Example: You tell your child to begin their homework
and when you check-in 5 minutes later, no work has
been completed.
Strategies for Initiation
 Provide adult assistance with the first item to ensure
the child understands the task demands.
 For writing tasks, the use of graphic organizers may be
helpful in formulating their ideas.
 Initially, have a brief discussion with your child in
order to brainstorm ideas/responses before your child
begins working independently.
 Provide incentives when asking your child to engage in
non-preferred activities (i.e., chores and homework).
Executive Function:
Working Memory
 Capacity to hold information in your mind for the
purpose of completing a task.
 Example: When you ask your child to complete multi-
step directions (e.g., brush your teeth, get dressed, and
come downstairs for breakfast).
Strategies for Working Memory
 Repeat orally presented information.
 Simplify the language in directions.
 Chunk/break down multi-step directions.
 Use of mnemonics or other strategies to help
remember a series or other information.
 Use visualization strategies to enhance recall.
Executive Function:
Planning/Organization
 Ability to manage current and future-oriented task
demands. Also includes the ability to impose order on
work, play, and storage spaces.
 Example: You are bringing your child to football
practice and ask them to gather all of their necessary
materials before it is time to leave.
Strategies for Planning/Organization
 The use of checklists is highly effective in increasing
organizational skills.
 The use of a calendar for upcoming activities and/or
assignments.
 Color coding books/folders by subject area.
 Breakdown long-term assignments into smaller
components and set deadlines accordingly.
 Designate a quiet and clean space for your child to
complete their homework or other tasks.
Executive Function:
Self-Monitoring
 Ability to monitor one’s own performance and to
measure it against some standard of what is needed or
expected.
 Example: You ask your child to complete their math
assignment and then check it for accuracy.
Strategies for Self-Monitoring
 Use of a calculator can be used to ensure accuracy of
math assignments.
 The use of a checklist to explicitly denote all steps
necessary to complete the task.
 Creating checkpoints to ensure comprehension of
presented material (e.g., when you get to #5, check-in
with me).
 The use of visuals (e.g., red/green to indicate whether
your child fully understands or needs assistance).
Questions?