According to CHADD org, Executive function skills refers to brain functions that activate, organize, integrate and manage other functions which enables individuals to account for short- and long term consequences of their actions and to plan for those results.
The following resources provides strategies on teaching students with executive function disorder skills:
When most people think of ADHD, hyperactivity is often what people think of. There are actually 3 subtypes of ADHD including hyperactivity, inattentiveness and a combination of both hyperactivity and inattentiveness.
There has been little research done on the inattentive type, however this is slowly changing. there are many reasons why the inattentive type is overlooked and why it is important to discuss it. Studies show that females are more likely to have the inattentive type of ADHD. This type of ADHD is often ignored or overlooked due to its comorbidities. Females are more likely to have learning disorders such as dyscalculia (math learning difficulties) and dysgraphia (writing disorders), as well as anxiety, depression and speech and language issues.
Other challenges faced by children and adults with inattentive ADHD includes issues in executive functioning including difficulty in sequencing, staying on a task, prioritizing, and productivity.
According to DSM-V, a person must meet six of the nine symptoms listed below:
fails to pay close attention to details or makes careless mistakes
has difficulty sustaining attention in work or play
does not listen when spoken to directly.
fails to finish school work, chores or work duties
has difficulties organizing activities
avoids task requiring sustained mental effort
is easily distracted
Strategies in working with students with Inattentive ADHD:
Allow enough time to complete work. students with Inattentive type take a longer in completing assignments and processing information
Be specific and provide structure. Explain your expectations and ensure instructions are clear.
Published by: ADDitude
Written by: Nathaly Pesantez
Executive functioning deficits persist well into adulthood for individuals with ADHD, according to a new study1 in the Journal of Attention Disorders that affirms the clinical theory that executive dysfunction is a core symptom of attention deficit hyperactivity disorder.
The small Norwegian study looked at attentional processing capacities — namely pre-attentive and executive functioning — in a group of people with and without ADHD over a 23- to 25-year period. Pre-attentive processing — the basic, preliminary stage in the brain whereby auditive and visual stimuli is analyzed — is not as well understood in relation to ADHD as is executive functioning — the controlled brain processes (like working memory) that allow us to integrate information and select optimal actions — the researchers said.
These two processes, according to the researchers, exist on “contrasting ends of [the] ‘attentional processing continuum.’” Because pre-attentive processing deficits may be precursors for brain function deficits of a higher order (like executive functioning), the study aimed to “gain insight into the long-term changes in attentional capacity” for “a clearer conception of attention dysfunction in ADHD.” Click here to read the rest of the story.
Have you ever gone to a parent-teacher conference and felt like the teacher’s comments meant something more than what she actually said? Or that she was vague about a concern she has? Sometimes a teacher isn’t as direct as she could be—or would like to be.
There are many possible reasons for that. She might be bound by official (or unofficial) school policies that limit what she can say to parents. She might not know much about how special education works and may worry she’s going to give incorrect advice. Or she might be uncomfortable saying something negative about your child. Read the rest of the story here.
Task Initiation is often a challenge for children and adults with an executive functioning disorder. For a child, it may be lack of initiative in doing homework while for an adult, it may include forgetting or putting off paying bills. Children and adults with task initiation issues generally have a diagnosis of autism, ADHD, Intellectual disability or a learning disorder.
Signs of a task initiation impaired executive functioning skill would be someone having difficulty in getting started on a task and keeping the effort needed in order to complete the task. A child or an adult require external cues in order to complete the task. Also, it will require understanding what is expected and understanding the task. Here are a few strategies:
Limit Distractions. In the classroom any type of added sensory input can defer the student from getting started in their school work.
Create a List. Visual support will help to increase getting the work done for a school-age child, you may want to create a to-do list which the steps are broken down into smaller steps. When a person with an executive function is given a task, it may be overwhelming, making it more difficult to get started.
Use Cues. A clock or a timer will help the child or adult stay on time and understanding the amount of time it will take to complete a task
Break task down. Create where the work is done in chunks so that the work will not be as overwhelming for the student.