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 different color folders for specific classes is a great tool to keep materials organized. Students are often issued agendas or planners where daily homework assignments are recorded. The teacher initials the planner as a signal to the parent that his or her child recorded the information accurately. The parent then also initials the child’s planner as a response to the teacher that he or she saw the assignment and made sure the student completed it. There might also be a homework bin in the classroom where students 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. However, by the time a student enters middle school, these supports often 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.
Typically, 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 intellectual abilities, so they can often compensate with their intelligence for what they lack in their executive function skills, at least 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. Did you know that the number one predictor of college success is the ability of students to rouse themselves in the morning? More often than not, it is a student’s weak 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 your child struggling with skills such as
- Time Management: Is your child often running late or slow to get ready?
- Organization: Is your child often losing things? Is his or her room a mess?
- Planning/prioritization: Does your child know how to break down a task and plan when to do it?
- Goal-directed persistence: Can your child work toward a goal when progress is far into the future?
- Sustained attention: Can your child sustain attention to tasks he or she doesn’t want to do?
- Emotional regulation: Does your child have reactions that do not match the problem?
- Cognitive flexibility: Can your child shift easily and handle transitions well?
- Response inhibition: Does your child think things through before acting and/or responding?
- Task Initiation: Is getting started a struggle?
- Working memory: Does your child leave a trail wherever he or she goes?
- Metacognition: Does your child self-monitor and self-assess?
- Tolerating stress: In stressful times, is your child 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.