Executive Functioning has become a commonly used phrase. In this blog, we will answer some frequently asked questions about executive function.. By the end, you will learn….
- What executive function actually means,
- What specific skills that executive function entails,
- When do you use different executive function skills,
- What are the warning signs that someone may be struggling with executive function?
Here we go!
Q: What is executive functioning?
A: If you think about the name “Executive”, you think of someone that manages many different departments. This is how you can think about executive functioning. It is the brain’s ability to manage all of its systems to produce functional performance. It is the brain’s ability to have control and coordination.
Q: When does executive functioning develop?
A: This is a good question because the brain is constantly working on its executive “management” skills from early childhood all the way through the young adult years. Executive function delays tend to become more apparent through early adolescence and pre-teen years. Delays can have a huge impact on one’s high school years.
Q: What skills do executive functioning entail?
A: Many professionals use different terminology but at Conquer we break down executive functioning based on the Behavior Rating Inventory of Executive Functioning. The BRIEF breaks down executive functioning skills into 3 main categories.
- Behavioral Regulation
- Emotional Regulation
- Cognitive Regulation
Behavior Regulation
This is one’s ability to assess one’s behavior and regulate it according to the environment, task, time, people. If you see a child who screams loudly for a toy even though they are in a quiet museum, he or she might have difficulty with behavior regulation. Behavior Regulation entails the skills of inhibition and self monitoring.
Inhibition/ Impulse Control is having the ability to resist an impulse or stop oneself from engaging in a behavior when necessary.
Self Monitoring is the ability to assess one’s behavior and the impact it has on the environment, task or others. Some individuals do not intend to have a difficult behavior, but instead don’t have the ability to monitor the implications of a behavior. This ability to monitor the implications of a behavior is called self monitoring.
Emotional Regulation
Emotional Regulation one’s awareness of one’s emotional state and then the ability to regulate those emotions according to the environment, task, time, people. For example, one might be struggling with emotional regulation if they get upset about something and that upsetness impacts all aspects of one’s day. Emotional Regulation entails the skills of shift and emotional control.
Shift/ Flexible Thinking is moving from one emotional state to another based on the demands of the task or environment. It requires flexibility, transitioning, and awareness.
Emotional Control/ Self Control is the level of control one has over their emotional state. Someone with emotional control doesn’t have unexplained outbursts and reacts appropriately for a circumstance. If you have emotional control, you may be described as level-headed and calm. If you have difficulty with emotional control, you may described as moody or hot-tempered.
Cognitive Regulation
This is the brain’s ability to regulate, manage, process and solve tasks effectively. This skill involves more than just the ability to do cognitive tasks, but also execute them at the most efficient and effective performance. Cognitive Regulation entails the skills of Initiate, Working Memory, Planning/ Organizing, Task Monitoring, Organization of Materials.,
Initiate is initiating a task or being a self starter. This means that someone is able to come up with an idea and start it without needing additional prompts.
Working Memory is being able to use one’s memory to complete a task. For example, working memory is used when remembering multiple steps of a project or remembering multiple directions in order to execute a task.
Planning/ Organizing involves setting goals and executing steps in order to accomplish those goals. It can occur in the moment or future tasks. Planning and organizing involves looking at the big picture and implementing smaller actionable steps to attain that big picture. Time management is included in this skill as one must determine how much time a task will take.
Task Monitoring/ Self Check is the ability to look over one’s performance and building habits of self checking it.. Having this skill prevents one from making careless mistakes.
Organization of Materials is the ability to keep track and organize the spaces one occupies. This can include work spaces, study spaces, play spaces, storage spaces, living spaces. One who struggles with this skill often loses everyday items or leaves items out of their designated space.
Q: When do you use different executive function skills?
A: Executive functioning helps execute and optimize your thinking and doing. We use it all day, everyday to stay emotionally and behaviorally regulated. We also use it to independently learn, socialize, participate, and live life at the most optimal level.
Example of executive functioning skills in an everyday routine…
Getting up and getting ready for the day: This routine uses…
- impulse control (to stay focused on each task of getting ready),
- shifting (from sleepy state to alert and organizing for the start of the day),
- emotional regulation (maintaining a calm state even if you are rushing or don’t want to get up),
- initiate (getting up when the alarm goes off and initiating each step),
- working memory (remembering and sequencing the steps of the routine),
- planning (figuring out how much time can be spent on each step of getting ready before needing to leave),
- task monitoring (make sure nothing is forgotten or skipped),
- organizing of materials (keeping an organized bedroom, bathroom, kitchen).
Q: What are some warning signs that my child is struggling with executive functioning?
A: It is important to contact an occupational therapist if you want to know if your child is struggling with executive functioning. While age and other factors are important considerations, here are a few precursor warning signs that might indicate your child struggles with executive functioning…
- Acts before first thinking
- Difficulty transitioning from one thought/ activity to another
- Needs more reminders to get tasks done than others
- Trouble organizing and misplacing supplies
- Requires help and encouragement to start a task
- Rushes through the “have to” list or tasks sometimes making the quality suffer
- Tends to have a big emotion for small problems
- Forgetting things often
- Gets irritated or frustrated easily
- Reports that something will be boring or take forever before starting it
- Distracted
- Needs help breaking down big tasks into more manageable tasks
- Is not introspective or unable to self check emotions or work
There are many reasons why someone struggles with executive function skills. Keep in mind, the information provided is meant for general and educational purposes. If you are concerned about someone you know, please contact us or your physician for a more in depth conversation!