We are just starting to scratch the surface when it comes to learning how critical the executive functions are and how best to help those with EF challenges. Executive function skills are seldom taught in schools, but instead, specific tools are often utilized in grammar school. For example, having students purchase specific colors of folders for specific classes is a great tool to separate classes and keep materials organized. Students are often issued “agendas” or “planners” where daily homework assignments are recorded. The teacher signs the planner as a signal to the parent that their child recorded the information accurately. The parent then also signs their child’s planner as a response to the teacher that they saw the assignment and made sure the student completed it. There might also be a “homework bin” in the classroom where students are told upon arrival to place their homework assignments. Elementary school teachers also help students transition from one class to another by alerting students to start times and end times of classes. By the time a student enters middle school, however; these supports fall off. Some children might be ready for this, but many, especially those with ADHD, are not. Not only that, but because much of our children’s class materials are now digital, many of the old tools that were formerly in place no longer are.
Typcially, parents reach out to an executive function teacher at “transition times” in their children’s academic careers. Most students with ADHD have high academic and intellectural abilities, so they can often compensate with their intelligence for what they lack in their executive function skills…for a while. Some hit a metaphorical wall in middle school. Some in high school. And some make it to college and end up having a very difficult time during their freshman year of college. Did you know that the number one predictor of college success is the ability of a student to rouse themselves in the morning? More often than not, it is a student’s executive function skills that make college so challenging.
So how do you know if an executive function teacher will help your child? Just as you might seek out the help of a reading specialist if your child struggled with reading, reaching out to an expert in executive function makes sense if your child has a diagnosis of ADHD, or if you notice them struggling with skills such as:
- Time Management-Are they often running late or slow to get ready?
- Organization-Are they often losing things? Is their room a mess?
- Planning/prioritization-Do they know how to break down a task and plan when to do it?
- Goal-directed persistence-Can they work toward a goal when progress is far into the future?
- Sustained attention-Can they sustain attention to tasks they don’t want to do?
- Emotional regulation-Do they have reactions that do not match the problem?
- Cognitive flexibility-Shift happens. Can they shift easily?
- Response inhibition-Do they think things through before acting and/or responding?
- Task Initiation-Is getting started a struggle?
- Working memory-Do they leave a trail wherever they go?
- Metacognition-Do they self-monitor and self-assess?
- Tolerating stress-In stressful times, are they “grace under pressure” or barely treading water?
As you can imagine, challenges with these skills can result in challenges with many basic life functions such as school, work, and even relationships. Some of these challenges may not be evident until a child goes through adolescence. It is truly tragic when college freshmen, some of whom were spectacular scholars in high school, fail their first semester because they can’t get to class on time, can’t get assignments turned in on time, don’t have study skills, and/or haven’t learned how to break down large assignments. Getting help for the executive functions can be a life-changing and lifelong support to help those with neurodiversities thrive.