Definition
EXECUTIVE FUNCTIONING DISORDER
According to Hayley C Leonard, executive functioning disorder is defined as “a range of high-level abilities, including planning, switching between tasks, inhibiting responses, and storing information in memory while processing another task (Henry & Bettenay, 2010; Hill, 2004), all of which direct cognition and behavior toward a goal” (Leonard, 2015). This implies that a student’s brain lacks functionality in the frontal lobe of the brain. The frontal lobe of the brain controls the organization and regulation of daily tasks. Executive function disorders affects three areas which include: cognitive flexibility, inhibitory control, and working memory.
Executive function is responsible for a plethora of skills that come naturally to some individuals and must be learned by others. Therefore, executive function affects student learning. These tasks include: beginning tasks, completing tasks, organizing items, devising a plan of succession, regulation of emotions, understanding another individual’s interpretation, and self-reflection. In children, signs of executive function disorder may appear to look like symptoms of Attention Deficit Hyperactivity Disorder (ADHD) because ADHD is defined as experiencing a problem with the executive function portion of the brain.
Symptoms of Executive Functioning include:
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Difficulty with beginning and completing tasks
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Panic when routines are altered
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Excessively emotional
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Problems with multitasking
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Organizing thoughts and physical items is difficult
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No time management skills
Instructional Strategies
From the research I have completed, I have learned about strategies that can be implemented by teachers to improve time management skills, and strategies to create a positive atmosphere in the classroom environment.
Strategies that a teacher can implement:
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Verbally and visually present step-by-step directions and instructions to students.
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Ask student to repeat directions to check for understanding and comprehension.
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Display on the board or print out an outline of the daily tasks required for the day along with the sturcture of the lessons that will be studied during classtime.
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Implement a daily routine for students and never alter it.
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Create a daily task list, or weekly check list for the student along with writing assignments in a planner where the parent and teacher need to intial that a specific task has been completed.
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Have extra supplies available for students.
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Give a brief review or make a connection to a skill that students are confident with before teaching new skills.
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During the lesson and throughout the day frequently check with the student to build rapport along with checking for student understanding.
Strategies for the classroom decor and instruction:
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Visually post routines, directions, instructions, and agendas for the day where a student can read them clearly.
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Verbally explain all lessons, routines, directions, instructions, and assessments.
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Make sure all directions and instructions are concise, clear, and uniformly written.
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Highlight, underline, bold, and italicize key words.
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Hand out blank bookmarks to students to assist in reading sentences (The Understood Team, Morin, 2014).
Useful Websites
1. The nonprofit organization Understood website includes an article that explains what executive functioning is, how the symptoms manifest themselves in different age groupings, other problems that may occur along with executive functioning disorder, and how to help children with executive functioning disorder.
2. This website compares and contrasts ADHD and Executive Functioning because the two disabilities are closely related.
Website: https://www.additudemag.com/executive-function-disorder-adhd-explained/
3. The article titled, Helping Kids Who Struggle with Executive Functions, gives a detailed report of the different ways students with executive functioning disorder can be given help when it comes to getting school work completed.
Website: https://childmind.org/article/helping-kids-who-struggle-with-executive-functions/
4. The smart kids web page offers four articles that can help teachers and parents improve student executive functioning skills and give insight into executive functioning disorder.
Website: http://www.smartkidswithld.org/getting-help/executive-function-disorder/
5. The Dyslexia Help resource offers a relatable comparison to help people understand what executive functioning is, what happens when someone has EFs, has a lot of tips on different ways to help students with EF, and talks briefly about the four different types of EF.
Website: http://dyslexiahelp.umich.edu/professionals/dyslexia-school/executive-function-disorders
Research
Article 1: This article is about a study that assessed the different comprehension level of children who were diagnosed with developmental coordination disorder and motor difficulties along with Executive Function Disorder. The study compares children's comprehension and motor abilities along with a discussion of strategies that worked for parents and teachers.
Click the icon to view the PDF:
Leonard, H. C., Bernardi, M., Hill, E. L., & Henry, L. A. (2015). Executive functioning, motor difficulties, and developmental coordination disorder. Developmental Neuropsychology, 40(4), 201-215.
Article 2: Attached is an article about the interplay of ADHD and Executive functioning disorder. Both display similar the brain abnormalities and involve the frontal lobe functionality.
Click the icon to view the PDF:
Neely, R. J., Green, J. L., Sciberras, E., Hazell, P., & Anderson, V. (2016). Relationship between executive functioning and symptoms of attention-Deficit/Hyperactivity disorder and autism spectrum disorder in 6–8 Year old children. Journal of Autism and Developmental Disorders, 46(10), 3270-3280.
Article 3: This is about a study performed that investigated the relationship between children with ADHD and how their executive functioning interplays with sleep and attention during daily activities.
Click the icon to view the PDF:
Moreau, V., Rouleau, N., & Morin, C. M. (2013). Sleep, attention, and executive functioning in children with attention-deficit/hyperactivity disorder. Archives of Clinical Neuropsychology: The Official Journal of the National Academy of Neuropsychologists, 28(7), 692-699.
Other
Works Cited
Leonard, H. C., Bernardi, M., Hill, E. L., & Henry, L. A. (2015). Executive functioning, motor difficulties, and developmental coordination disorder. Developmental Neuropsychology, 40(4), 201-215.
Neely, R. J., Green, J. L., Sciberras, E., Hazell, P., & Anderson, V. (2016). Relationship between executive functioning and symptoms of attention-Deficit/Hyperactivity disorder and autism spectrum disorder in 6–8 Year old children. Journal of Autism and Developmental Disorders, 46(10), 3270-3280.
Moreau, V., Rouleau, N., & Morin, C. M. (2013). Sleep, attention, and executive functioning in children with attention-deficit/hyperactivity disorder. Archives of Clinical Neuropsychology: The Official Journal of the National Academy of Neuropsychologists, 28(7), 692-699.
Morin, A. (n.d.). At a Glance: Classroom Accommodations for Executive Functioning Issues. Retrieved March 27, 2018, from https://www.understood.org/en/school-learning/partnering-with-childs-school/instructional-strategies/at-a-glance-classroom-accommodations-for-executive-functioning-issues
Silver, L. (2018, February 28). Executive Function Disorder, Explained! Retrieved March 27, 2018, from https://www.additudemag.com/executive-function-disorder-adhd-explained/
Team, U. (n.d.). Understanding Executive Functioning Issues. Retrieved March 27, 2018, from https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/understanding-executive-functioning-issues?gclid=EAIaIQobChMI6K339sOK2gIV3LjACh1ucAFFEAAYASAAEgIZhfD_BwE
What Is Executive Function? (n.d.). Retrieved March 27, 2018, from https://www.webmd.com/add-adhd/guide/executive-function#1-2
Information researched and gathered by Lauren Klamerus