Executive Function
Executive functions are high-level thinking skills that allow us to plan and organize our days. There are many components of executive function - usually these components are all working together to help your child complete a task. For example, when a child is asked to clean their room or desk, they must use the following skills:
Attention - stay focused on cleaning his room and not become distracted by toys or games
Organization - know what items go together and where to put them in her room
Planning - create goals for what needs to be done and manage tasks in meeting that goal
Self-Control - moderate the impulse to avoid an unpleasant task
Time Management - estimate how long it will take to clean each area
A child who struggles with executive function may have trouble managing day-to-day tasks or participating in household routines. Parents and children can become frustrated by a child’s lack of organization and forgetfulness. Your child will need your help and patience in developing executive functioning skills. Use the following strategies to help your child improve executive functioning:
Consider Development - Make sure that the task you are asking your child to complete is developmentally appropriate. Your toddler won’t be able to maintain attention long enough to complete a 10 minute chore. Instead, break the task down into small, developmentally appropriate pieces so that she can experience success.
Be Specific - Instead of making a general request for your child to clean their room, be specific about what needs to be done. For example, give your child a checklist that lists the tasks: make your bed, hang up or fold all of your clothes and place them in their drawers, and place all the legos in the lego bin. An older child can help you come up with an appropriate list to help them develop planning and organization skills.
Use Visual Cues, Routines, and Schedules - The ability to create visual reminders, such as checklists, routines, and schedules, is a skill that must be taught. Start by using a visual schedule, with pictures representing each task for the day (e.g. wake up, brush teeth, eat lunch, go to zoo). In the morning, review the tasks for the day with your child and discuss what each picture means. Have your child move the picture to the “done” column when the task has been completed. As your child’s skill grows, they can develop their own schedules and methods for tracking their day.
Social / Emotional
Much of our time in school is spent learning academic skills such as reading, writing, and math. However, children must also learn social and emotional skills in order to work and learn with a community of peers. Children can feel like they’re on an emotional roller coaster - especially if they don’t know what to do when they feel big emotions. When a child is unable to identify and regulate his emotional state, he is unable to focus on learning new skills and maintaining appropriate behavior.
Teachers and parents can help children identify their emotions and explore calming strategies. The following strategies can help you address your child’s social and emotional needs:
Name the Emotion - Helping a child name her emotions can go a long way in helping her to regulate her emotions. Sometimes, all a child needs is to have words for what they are feeling and to sense that they are not alone with their emotions.
Explore Sensory Strategies - After a frustrating day at work or caring for the kids, you may find yourself craving a little sensory pick-me-up: a cup of tea, a warm bath, a 30 minute jog. Participating in these activities can help you de-stress and regulate your emotions so that you can be more present as a parent or teacher. Kids can also use sensory strategies to help them manage their emotions. Take some time to explore our Sensory Processing page for more ideas on how to use sensory strategies to regulate emotions.
Use Calming Phrases - Children are emotional Geiger counters - they are able to pick up on very discreet emotional cues. When we tell an anxious child, “You’ll be fine” or “It’s no big deal,” we are often unintentionally increasing a child’s anxiety. Connecting with a child by using calming phrases, such as “Tell me about it” or “Can you draw your worry,” allow the child to feel heard and use tools to help regulate their emotions. To learn more about calming phrases visit Lemon Lime Adventures.
Activities & Resources
Activities
Calming Games and Activities for Outings - The Inspired Treehouse
Improving Your Child’s Executive Functioning Skills at Home - Tools to Grow OT
Books
How to Talk So Kids Can Learn At Home and in School - Adele Faber & Elaine Mazlish
How to Talk So Kids Will Listen & Listen So Kids Will Talk - Adele Faber & Elaine Mazlish
No-Drama Discipline - Daniel J. SIegel & Tina Payne Bryson
The Whole-Brain Child - Daniel J. Siegel & Tina Payne Bryson
Handouts
Executive Function 101 - National Center for Learning Disabilities