Executive Functioning

Does your child struggle with: time management, completing assignments, note taking, stress, anxiety, comprehension, organization, motivation, or goal setting?
Executive functioning is essential to a student’s growth, learning ability, academic performance, and life .

School performance is affected by lost papers or assignments, forgotten homework, last minute work and careless mistakes. These learners don’t know how to begin long-term assignments and their workspaces, desks and backpacks resemble “black holes.” At home, mornings can be chaotic and misplaced clothing, sports equipment and school materials are a routine occurrence. Chores don’t get done unless nagging is constant. During the teen years, emotional outbursts are common and parents hold their breath when their son or daughter gets behind the wheel of a car or goes out with friends, fearful of the risks they might take.

What are the elements of executive functioning the we focus on?

  • Emotional Control: The ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior. A young child with this skill is able to recover from a disappointment in a short time. A teenager is able to manage the anxiety of a game or test and still perform.
  • Flexibility: The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. It relates to an adaptability to changing conditions. A young child can adjust to a change in plans without major distress. A high school student can accept an alternative such as a different job when the first choice is not available.
  • Goal-directed persistence: The capacity to have a goal, follow through to the completion of the goal, and not be put off by or distracted by competing interests. A elementary student can complete a job in order to get to recess. A teenager can earn and save money over time to buy something of importance.
  • System-thinking: The ability to problem solve by understanding the way that parts interrelate and break down as part of the whole. A young child may become overwhelmed by a messy room and not be able to determine where to begin in the cleaning process.  A teenager may not be able to break down the elements needed for a research paper or speech they are working on for class. 
  • Emotional intelligence: The ability to perceive, use, understand, manage, and handle emotions. People with high emotional intelligence can recognize their own emotions and those of others, use emotional information to guide thinking and behavior, discern between different feelings and label them appropriately, and adjust emotions to adapt to environments.
  • Organization: The ability to create and maintain systems to keep track of information or materials. A young child can, with a reminder, put toys in a designated place. An adolescent can organize and locate sports equipment.
  • Planning/Prioritization: The ability to create a roadmap to reach a goal or to complete a task. It also involves being able to make decisions about what’s important to focus on and what’s not important. A young child, with coaching, can think of options to settle a peer conflict. A teenager can formulate a plan to get a job.
  • Response Inhibition: The capacity to think before you act – this ability to resist the urge to say or do something allows us the time to evaluate a situation and how our behavior might impact it. In the young child, waiting for a short period without being disruptive is an example of response inhibition while in the adolescent it would be demonstrated by accepting a referee’s call without an argument.
  • Stress Tolerance: The ability to thrive in stressful situations and to cope with uncertainty, change, and performance demands. We generally reserve our discussion of this skill to adults, since it seems more relevant with this population. We find it helps people understand the kind of work environment they do best in.
  • Sustained Attention: The capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom. Completing a 5-minute chore with occasional supervision is an example of sustained attention in the younger child. The teenager is able to attend to homework, with short breaks, for one to two hours.
  • Task Initiation: The ability to begin projects without undue procrastination, in an efficient or timely fashion. A young child is able to start a chore or assignment right after instructions are given. A high school student does not wait until the last minute to begin a project.
  • Time Management: The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. It also involves a sense that time is important. A young child can complete a short job within a time limit set by an adult. A high school student can establish a schedule to meet task deadlines.
  • Working Memory: The ability to hold information in memory while performing complex tasks. It incorporates the ability to draw on past learning or experience to apply to the situation at hand or to project into the future. A young child, for example can hold in mind and follow 1-2 step directions while the middle school child can remember the expectations of multiple teachers.

Peg Dawson, Smart but Scattered (New York: The Guilford Press, 2009).

Register for Executive Functioning

Same as Unlimited Access with an added focus on Executive Functioning skills: time management, completing assignments, note taking, stress, anxiety, comprehension, organization, motivation, and goal setting. Pro-rated prices are available for students who sign up after the semester has started