WHAT IS EXECUTIVE FUNCTIONING?
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Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember instructions, and juggle multiple tasks successfully.
Just as an air traffic control system at a busy airport safely manages the arrivals and departures of many aircraft on multiple runways, the brain needs this skill set to filter distractions, prioritize tasks, set and achieve goals, and control impulses.
Executive function and self-regulation skills depend on three types of brain function: working memory, mental flexibility, and self-control. These functions are highly interrelated, and the successful application of executive function skills requires them to operate in coordination with each other.
Each type of executive function skill draws on elements of the others.
- Working memory governs our ability to retain and manipulate distinct pieces of information over short periods of time.
- Mental flexibility helps us to sustain or shift attention in response to different demands or to apply different rules in different settings.
- Self-control enables us to set priorities and resist impulsive actions or responses.
When a student uses their executive functioning skills, his or her brain goes through a series of steps to reach the outcome. First, they analyze the task to figure out what needs to be done, which leads to planning. Next, they need to stay organized by determining what objects and/or time they need to reach the goal by. In the middle of doing the task, the student needs to self-analyze and be able to adjust their actions. Finally, they must finish the experience in the time frame allowed. If a student's executive function skills are functioning properly, tasks are usually simple to carry out. The brain goes through all these steps in a matter of seconds naturally without thinking about it.
THE 8 EXECUTIVE FUNCTIONING SKILLS
There are eight executive function skills that every student needs to organize and act on the information that is provided within their environment. Here is a summary of each skill, as well as what you might notice if there's a problem.
1. Organization
This skill helps a student keep things in order, both physical objects and mental thoughts. It allows the young person to keep track of things.
What it looks like if there are issues: Students with weak organizational skills struggle with handling, storing and retrieving objects or thoughts in an effective way.
2. Task Initiation
Task initiation allows the student to begin a task in a timely fashion without excessive procrastination or stalling.
What it looks like if there are issues: A student with weak initiation know-how struggles with starting a project or assignment. They sometimes have no idea where or how to start, but can usually complete the task if they get started.
3. Impulse Control
Impulse control allows the student to think and process information before acting upon it.
What it looks like if there are issues: All students will have minor struggles with impulse control. However, kids who continuously blurt out inappropriate things or engage in risky or dangerous behaviour may not have developed a well-functioning impulse control system.
4. Emotional Control
A student's emotional control allows them to control their feelings and emotions in an adaptive manner according to their environment and circumstances.
What it looks like if there are issues: A young person that struggles with emotional control may react strongly to criticism and cannot regroup when something negative occurs. The student will struggle regulating their emotions and usually overreacts.
5. Working Memory
Working memory helps kids keep key pieces of information in their brain so they can utilize it immediately.
What it looks like if there are issues: When a student has working memory problems, they typically can't remember numbers in a sequence, even for a short amount of time. They also seem to struggle with directions, even if the teacher has just explained the steps. The student simply can't store and retrieve information quickly.
6. Flexible Thinking
Flexible thinking allows students to adjust, both cognitively and physically, to the unexpected. This is an extremely important real-world skill that young people must develop.
What it looks like if there are issues: Inflexible thinking is characterized by not being able to deal with change. The student is usually unable to see something from someone else's point of view and is very "rigid" in their opinions and how to get something done.
7. Self-Monitoring
The ability to self-monitor gives the student the knowledge to evaluate how he or she is doing. Determining how well you are doing as you go along, whether it be a game, new skill, or reading a book, allows the person to adjust or change behaviours to increase the outcome.
What it looks like if there are issues: A student that has problems with self-monitoring is usually shocked when they receive constructive criticism or a bad grade. They do not recognize when they need to adjust the way they are completing a task or project at school.
8. Planning and Prioritization
This skill helps a student to set goals and the actions that must be done to achieve those goals. Goals need to range from daily functioning goals to larger personal achievements.
What it looks like if there are issues: A student may have problems with not understanding which parts of a plan are the most important or which tasks should be completed first. These students struggle with time management throughout the day and procrastinate getting a project done due to lack of planning.