What is Executive Functioning and How Can You Improve Yours? Karen L. Weigle, PhD Licensed Psychologist, HSP Chattanooga Autism Center

Abstract  Executive functioning is a set of mental skills that are coordinated in the frontal lobe. These functions coordinate to allow a person to achieve goals in everyday behavior by connecting past experience with current planning and behavior. Difficulties or deficiencies in executive function are associated with learning disabilities, ADHD, and ASD, and can significantly impact everyday functioning. Executive function will be defined, and descriptions of common dysfunction will be described. Then strategies and supports for improving executive functioning will be discussed.  3 Learning Objectives  1. The participant will be able to define executive functioning.  2. The participant will identify their own executive functioning weaknesses, or those of a loved-one they are interested in helping.  3. The participant will identify at least one intervention to help improve their (or their loved ones’) executive functioning.

What is Executive Functioning?

 Executive function is a set of mental processes that helps connect past experience with present action.  People use it to perform activities such as planning, organizing, strategizing, paying attention to and remembering details, and managing time and space. What is Executive Functioning?

 They include everything that has to do with acting on knowledge, or output.  So it include: organizing papers, writing down assignments, taking notes, studying, and even writing with structure.  Information goes in his mind very easily and thoroughly, and he has no trouble understanding what he’s learning.  When he tries to share that information or get through a homework list, however, the work product comes out very scattered. What is Executive Functioning?

 Primarily in the prefrontal cortex/frontal lobes  This region of the brain is more sensitive to stress than any other  Unlike anywhere else in the brain, even mild stress can flood the prefrontal cortex with the neurotransmitter dopamine, which causes executive functioning to shut down (Diamond, 2010) Where is Executive Functioning?

 Slow to fully develop in everyone  Emerges in late infancy, goes through marked changes during the ages of 2 through 6, and does not peak until around age 25 Development of Executive Functioning

Adolescent Executive Functioning

 Out of sync with their emerging freedom, sense of autonomy, intense emotions and sexual drive, failing to equip them with the reins needed to for appropriate restraint and good judgment during this time of temptation  When teens are unable to put the brakes on, they need parents to set external limits and be the stand-in for their underdeveloped executive functions Adolescent Executive Functioning

 Make plans  Keep track of time and finish work on time  Meaningfully include past knowledge in discussions  Keep track of more than one thing at once  Evaluate ideas and reflect on our work What does Executive Functioning allow you to do?

 Change our minds and make mid-course corrections while thinking, reading and writing  Ask for help or seek more information when needed  Engage in group dynamics  Wait or inhibit inappropriate responses What does Executive Functioning allow you to do?

 1. Analyze a task  2. Plan how to address the task  3. Organize the steps needed to carry out the task  4. Develop timelines for completing the task  5. Adjust or shift the steps, if needed, to complete the task  6. Complete the task in a timely way Typical Steps in Executive Functioning

What happens when your Executive Function mal-functions?

 If you have trouble with executive function, these things are more difficult to do.  You may also show a weakness with working memory, which is like “seeing in your mind’s eye.”  Working memory is an important tool in guiding your actions. (kind of like your brain’s “post-it” notes) What happens when your Executive Function mal-functions?

 Planning projects  Comprehending how much time a project will take to complete  Telling stories (verbally or in writing); instead you struggle to communicate details in an organized, sequential manner  Memorizing and retrieving information from memory  Initiating activities or tasks, or generating ideas independently  Retaining information while doing something with it, for example, remembering a phone number while dialing Executive Function Disorder leads to difficulties in:

 Martha Bridge Denckla, M.D., an expert on executive function disorder, says, “EFD* can be a reflection of ADHD, but it might also indicate an LD.”  When test results show that the student has difficulties with reading, writing, or math fluency, the EFD is also a reflection of an LD. *Executive Function Disorder **Attention Deficit/Hyperactivity Disorder ***Learning Disability Executive Function & ADHD** vs. LD***

 Symptoms of ADHD, inattentive type, often improve with a stimulant  Symptoms of LD don’t improve with medication  Best way to manage LD is with accommodations and 1:1 work with a learning specialist Executive Function & ADHD vs. LD

 Work to keep to stress at a minimum and incorporate regular stress management techniques into your daily routine  Take step-by-step approaches to work; rely on visual organizational aids  Use tools like time organizers, computers or watches with alarms  Prepare visual schedules and review them several times a day  Ask for written directions with oral instructions whenever possible  Plan and structure transition times and shifts in activities General Strategies

Even if you don’t need to:  write everything down  study for current classes  organize school papers/materials  track and prioritize assignments  take notes on a textbook  study effectively (not just “look over” material)  write responses and paragraphs with structure School Strategies to Hone EF

 Create checklists and “to do” lists, estimating how long tasks will take; Don’t lose your list!  Break long assignments into chunks and assign time frames for completing each chunk. Managing Time

 Use visual calendars at to keep track of long term assignments, due dates, chores and activities.  Use management software such as the Franklin Day Planner, Palm Pilot or Lotus Organizer.  Be sure to write the due date on top of each assignment. Managing Time

 Organize work space  Minimize clutter  Consider having separate work areas with complete sets of supplies for different activities  Schedule a weekly time to clean and organize the work space Managing Space

 Make a checklist for getting through assignments. For example, a student’s checklist could include such items as: get out pencil and paper; put name on paper; put due date on paper; read directions; etc.  Meet with a teacher or supervisor on a regular basis to review work and troubleshoot problems Managing Work

 Do2Learn: do2learn.comdo2learn.com  Rubistar: rubistar.4teachers.orgrubistar.4teachers.org  Elearning (visuals): bit.ly/wKcH6lbit.ly/wKcH6l  AVID manual: bit.ly/Txv6gX  The Behavior Toolbox: bit.ly/QWjEYsbit.ly/QWjEYs  National Center for Learning Disability: ncld.org  ADDitude Magazine: additudemag.comadditudemag.com Helpful Websites

 Promoting Executive Functioning in the Classroom by Lynn Meltzer  Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention by Peg Dawson and Richard Guare  For Parents: Smart but Scattered: The Revolutionary "Executive Skills" Approach to Helping Kids Reach Their Potential by Peg Dawson & Richard Guare Helpful Books