What are Executive Functioning Skills?

Goal-Directed Persistence The capacity to have Teach Executive Skills

Students with Attention Disorders or who are on a goal, follow through to the completion of it and Example 1) Clean room: Parents act as an external
the Autism Spectrum often lack Executive not be put off or distracted by competing interests. organizational system to help the child perform the
Function Skills. These skills help us plan, Metacognition The ability to stand back and take following functions and gradually turns control
organize, make decisions, shift between situations a birds-eye view of oneself in a situation. It is an over to the child as he/she demonstrates readiness:
or thoughts, control our emotions and impulsivity, ability to observe how you problem solve. It also
and learn from past mistakes. That means a student 1) Develop a plan, an organizational scheme, and
includes self-monitoring/evaluative skills (Asking a specific set of directions (clean clothes are
without good executive function skills struggles yourself, “How am I doing?” or “How did I do?”).
with tasks that involve analyzing, planning and folded in drawer, toys in toy box, shoes in
organizing, among others. Following are some What does Executive Function Skill closet, dirty clothes in hamper, etc.)
definitions associated with executive function: weakness look like in students? 2) Provide the same information without being the
Response Inhibition The capacity to think before • Forgets directions direct agent; create a list, picture cues, audio
you act – the ability to resist the urge to say or do • Forgets to bring back materials back and forth tape, checklist to cue child.
something allows us the time to evaluate a between home and school
• Runs out of steam before finishing work 3) Parent begins to transfer responsibility to child
situation and how our behavior might impact it. (Parent asks “Where do you want to start in
• Leaves trail of belongings wherever they go
Working Memory The ability to hold • Sloppy work picking up your room? Toys? Clothes?”)
information in memory while carrying out • Loses or misplaces things (books, permission 4) Positive re-enforcement when emerging skills
complex tasks. It combines the ability to draw on slips, cell phone, lunch money, etc.) are used.
past learning or experience to apply to the current • Messy desk/cubby areas/ backpack/room
situation or to project into the future. • Acts without thinking, Interrupts others 5) How to know transfer is complete. (Child can
• Overreacts to small problems ask himself, “What do I need to do? Check my
Emotional Control The ability to manage • Upset by changes in plans list.”)
emotions in order to achieve goals, complete tasks, • Low tolerance for frustration
or control and direct behavior. Example 2) Teaching student how to pay
• Does not see their behavior as part of the issue
attention.
Flexibility The ability to revise plans in the face 3 Key strategies for managing executive
of obstacles, setbacks, new information or 1) Explain that paying attention is the most
function skill weakness
mistakes. It relates to being able to adapt to important skill for doing well in school because
changing conditions. Intervene at the level of the environment: unless what is expected is heard, it will not be
understood, acted upon or remembered.
Sustained Attention The capacity to maintain 1) Change the physical or social environment
attention to a situation or task in spite of (seating arrangements, fewer kids- more adults, 2) Talk about how the teacher can tell that a
distractibility, fatigue, or boredom. class helpers, fewer distractions). student is paying attention (eyes on teacher,
raises hand if has a question or knows an
Task Initiation The ability to begin projects 2) Modify the tasks we expect the child to preform
answer, takes notes when something important
without procrastination, in a timely fashion. (shorter tasks, break task down into smaller
is shared with class verbally/written on board).
steps, more breaks, visual schedule, give
Organization The ability to create and maintain choices of topic, turn in date, change the order, 3) Talk about what appropriate behavior during
systems to keep track of information or materials. give a start and end point). class looks like: hands & feet to self, raises
Time Management The capacity to estimate how hand to answer questions, does not blurt out
3) Change the way adults interact with the child
much time one has, how to allocate it, and how to answers, waits for teacher to acknowledge
(role-play situations and their response, use
stay within time limits and deadlines. It also them, uses an indoor voice.
verbal prompts, use checklists, effective praise -
involves a sense that time is important. 4 positives for each corrective feedback).
4) Give the student a checklist and ask him or her How do executive skills develop?
randomly to self-monitor and indicate if the Executive function skills develop through a
items on list were present or not. process called myelination. Myelin acts as
5) Practice and debrief: set a goal and add a insulation, increasing the speed with which nerve Executive
reinforcer to increase motivation to practice the impulses are transmitted. The faster the impulse,
skill. the better the skill. All skills, including executive
skills, improve with practice. Parents--Be Patient!
Function Skills
Example 3) Teaching children to make homework The brain doesn’t become fully mature until
plans. children are in their mid-20’s.
1) Write down homework subjects/assignments. Evaluation Disability Brochure #30
2) Put on the top of the desk everything that needs No child struggles or fails on purpose. There is
to go home to complete the assignments. always a reason. Parents who suspect their child is
having trouble learning should take notes on the
3) Put materials in backpack, and use a checklist. types of errors their child makes, keep copies of
their child’s work, and talk with their child’s
Note to parents: having a set time to complete teacher to find out how the child is doing in the
homework and someone available for questions is classroom. Parents who want their child evaluated
important for supporting the success of your child. should make the request in writing to the local
Using Incentives to Encourage Practice school district. See PIC Disability Brochure
“Initial Evaluations” at www.wpic.org.
• Make incentives simple.
For more info contact:
• Give the child something to look forward
to doing when the hard task is done. Parent
• Alternate between preferred and non- Information
preferred activities (use simple language: Center
First…then, e.g., first work, then play). How to Support Your
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• Build in frequent, short breaks (depending Buffalo, WY 82834 Child Who is Lacking
on attention span, breaks could come every (307) 684-2277 in These Skills
(888) 389-6542 (fax)
10 minutes and last 5 minutes). E-mail: [email protected]
Website: www.wpic.org
• Use specific praise to reinforce the use of
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corrective feedback).
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Scattered” Training: Casper, WY 2014 A project of
The contents of this brochure were developed under Parents Helping Parents
www.childmind.org a grant from the US Dept of Education. However, of Wyoming, Inc.
the contents do not necessarily represent the policy
of the US Dept of Education and endorsement
should not be assumed.
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