Executive functioning skills are “brain-based skills required for humans to effectively execute, or perform tasks and solve problems” (Guare, Dawson, & Guare, 2013, p.11). Executive functioning includes working memory, planning, prioritization, organization, time management, activation, self-control and self-awareness, task initiation, flexibility, sustained attention, and time management. Executive dysfunction is a relatively new term used to describe individuals who may find challenges executing these skills.

Here are ways to support students who struggle with executive functioning:

Use active listening skills when engaging with a student with executive functioning deficits.
Provide timers, an agenda book, or an electronic organization system for homework and tasks.
Incorporate advanced organizers into class, this way students can preview and manage information.

References

Dawson, P., & Guare, R. (2018). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York: Guilford Press.

Cartwright, K. B. (2015). Executive skills and reading comprehension: A guide for educators. New York, NY: The Guilford Press.

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NOTICE OF NONDISCRIMINATORY POLICY AS TO STUDENTS

The Craig School admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate based on race, color, national and ethnic origin in the administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.