EXECUTIVE FUNCTION
Executive Functions
Executive functions have a tremendous impact on our capacity to learn new information, perform what we already know, and adapt to new environments and challenges. It is crucial for the development of attentional control, future-oriented intentional problem-solving, and self-regulation of emotion.
| Eight Skills | Definition | Dysfunction |
|---|---|---|
|
Initiate |
Beginning a task or activity |
Has trouble getting started on
homework or chores |
|
Inhibit |
Not acting on an impulse or
appropriately stopping one’s own
activity at the proper time |
Has trouble “putting the brakes” on
behavior; acts without thinking
|
|
Shift |
Freely moving from one situation,
activity, or aspect of a problem
to another as the situation demands |
Gets stuck on a topic or tends to
perseverate |
|
Plan |
Anticipating future events, setting
goals, and developing
appropriate steps ahead of time to carry
out an associated task or action |
Starts assignments at the last minute;
does not think ahead about possible
problems |
|
Organize |
Establishing or maintaining order in an
activity or place; carrying out a task in
a systematic manner |
Has a scattered, disorganized approach
to solving a problem; is easily
overwhelmed by large tasks or
assignments |
|
Self-monitor |
Checking on one’s own actions
during, or shortly after finishing,
the task or activity to assure
appropriate attainment of goal
|
Does not check work for mistakes; is
unaware of own behavior and its
impact on others
|
|
Emotional control |
Modulating/controlling one’s own
emotional response appropriate to
the situation or stressor |
Is too easily upset, explosive; small
events trigger big emotional response
|
|
Working memory |
Holding information in mind for
the purpose of completing a
specific and related task |
Has trouble remembering things, even
for a few minutes; when sent to get
something, forgets what he or she is
supposed to get
|
Children aren’t born with these skills—they are born with the potential to develop them.
Executive control intervention comes in two primary forms: environmental adaptation and cognitive training. Five qualities will be key to success – creativity, flexibility, self-control, working memory and discipline. Children will need to think creatively to devise solutions never considered before. Research has shown that brain fitness activities stimulate cognitive development and prime the brain for learning by improving key executive function. These skills are also inextricably linked to social and emotional learning. Speak to our brain expert to overcome your child’s specific executive function challenges.