Executive functioning
Executive functioning is the term used to describe all the mental processes that underpin many daily tasks. These include memory, cognitive flexibility, inhibitory control, problem solving, focus and attention.
What difficulties with Executive functioning may look like:
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Losing their belongings
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Unable to prioritize their workload
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Unable to stay on task
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Difficulty following instructions or multistep instructions
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Difficulty exercising self-control
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Show impulsivity - doing or saying things without thinking of the consequences
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Find it difficult to start a task - not knowing where to begin
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Show poor time management
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Difficulty accepting changes in routine
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Difficulty accepting different perspectives
Cognitive Flexibility
This is required to help us adapt thinking and behaviour. It allows us to switch between tasks, see things from different perspectives and adjust to unexpected changes in circumstances or routine. It allows us to consider new ideas and think of different solutions when challenges arise.
We can support cognitive flexibility through role play, reading stories and thinking about other perspectives. Ensuring change is well-managed where it can be such as preparing for transitions and using visual timetables. It can also be helpful to normalise mistakes as adults, emphasising that we all make mistakes. Keeping routines predictable and when introducing change, doing it with small management chunks/steps.
Working memory (temporary storage of information) is a key executive functioning skill, as we draw on our memory to help us problem-solve in real time, for example, remembering the instructions for the task, or the directions to get somewhere.
We can support working memory through memory games (click here to download a memory game), taking notes, breaking down tasks into manageable chunks, using visuals and multisensory approaches to learning, using technology (timers, google assistance, Apple Siri, voice memos, Read&Write).
Prospective memory (forward thinking memory) is required to help us plan for the future. Without this, children may miss deadlines, forget to hand in homework or forget to bring in their PE kit. It requires us to plan, monitor and executive the planned task.
Long Term memory (the information we store over time) is not part of executive functioning, however they are connected. We need working memory to hold the information first, for it to then be stored for long-term use. If we cannot remember the solutions we used in the moment to solve a problem, we continue to repeat the same errors and cannot learn from past mistakes.
Memory
Problem solving
The school environment constantly demands children to problem solve. Whether that is to organise their time, switch between tasks, complete independent work or follow multi-step instructions.
We can support problem solving by using consistent approaches such as:
STOP → THINK → PLAN → DO → CHECK
This provides a structure to help children to pause to think and plan before acting and attempting to problem solve.
Children's Visual
Adult's Visual
COOP Approach
“Cognitive Orientation to daily Occupational Performance (CO-OP; CO-OP Approach) is a performance-based treatment approach for children and adults who experience difficulties performing the skills they want to, need, to or are expected to perform. CO-OP is a specifically tailored, active client-centered approach that engages the individual at the meta-cognitive level to solve performance problems.”