At Conquer, we get many calls from families and have conversations with teachers and clients about executive functioning. Many people don’t actually know what executive function skills are, but we hear reports about…
- Acting before thinking
- Difficulty transitioning from one thought or activity to another
- Needing more reminders to get tasks done than others need
- Trouble organizing and misplacing supplies
- Requiring help and encouragement to start a task
- Rushing through the “have to” list or tasks sometimes making the quality suffer
- Having big emotions or responses for small problems
- Forgetting things often
- Getting irritated or frustrated easily
- Complaining that something will be boring or take a long time before starting a task
- Distractibility
- Needing help breaking down big tasks into more manageable tasks
- Is not introspective or unable to self check emotions or work
Our therapists and company are here to help you decipher if these struggles are related to executive functioning delays. When we are able to determine this cause, we can provide targeted interventions to develop these skills in everyday life!
Defining Executive Functioning
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 of oneself and coordinate multiple aspects of life.
What is Typical Development
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. However, we can take very actionable steps at an early age to develop executive functioning skills.
Executive Functioning Skills
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
This is one’s awareness of one’s emotional state and then the ability to regulate one’s emotions according to the environment, task, time, people. If someone is upset about something and makes it impact all aspects of one’s day, they might be struggling with emotional regulation. 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 are not described as moody.
Cognitive Regulation
This is the brain’s ability to regulate, manage, process and solve tasks effectively. This 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. This 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 that goal. 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.
Using Executive Functioning during Everyday Tasks
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 everyday routine…
Getting up and getting ready for the day 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), task monitoring (make sure nothing is forgotten or skipped), organizing of materials (keeping an organized bedroom, bathroom, kitchen).
What if I am Concerned?
It is important to contact an occupational therapist if you want to know if your child is struggling with executive functioning. There are many reasons why someone struggles with executive function skills. The information provided is meant for general and educational purposes. If you are concerned about someone, please contact us or your physician for a more in depth conversation!
Our Favorite Resources for Families and Teachers
https://www.additudemag.com/category/adhd-add/adhd-essentials/executive-function-disorder/