Executive functioning skills are an important component of skilled occupational therapy intervention, but they can be confusing to some. What are executive functioning skills? Executive functioning skills go beyond the basics like working memory and impulse control. In fact, there is not necessarily one agreed-upon definition for executive functioning! Ready to learn more? Keep reading!
What are executive FUNCTIONING Skills?
Executive functioning (EF) skills are diverse. Typically, EF consists of skills including the ability to manage emotions, initiate activities within a timely manner, shift attention from topics or activities, control impulses and urges, retain information for use during functional activities, develop plans and formulate systems to perform a desired task, prevent missing materials, and being mindful of how our own behavior impacts others.
When do executive functioning skills develop?
Executive functioning skills take a long time to develop! As a result, different ages demonstrate different challenges when facing EF deficits.
While a child in late elementary school may seem successful with their ability to manage classroom materials, turn in homework assignments on time, and engage in age-appropriate behaviors, the same child may demonstrate significant challenges upon the transition to middle school. For example, now they have to return to their locker between classes to exchange books, which is not just a simple stop-and-go activity.
There are distractions, the desire to engage in social interactions, a time crunch to make it to the next class on time, the need to remember what class is next and what materials they need, and not to mention needing to remember the sequence for their combination lock! This all happens before they even make it into their next classroom or head home for the day.
How can executive functioning skills improve?
Thanks to the brain’s neuroplasticity, EF skills have potential for improvement! Many daily activities require diverse EF skills, making them a fantastic opportunity to integrate effective strategies.
Emotional regulation as an area of executive functioning:
Emotional regulation is one of the first areas of executive functioning that many parents want to improve, since it can add significant stress to family life. Self-reflection is one way to improve emotional regulation. However, it’s important that this takes place after the big feelings pass, since learning takes place when bodies and minds are “just right.”
This can easily be added to family routines. One way to encourage self-reflection is to have each family member share a positive and negative from the day when seated for dinner.
This also allows for family members to support each other (“Good luck on your test today, Jacob, you studied very hard!”) and provides opportunities for continued conversation (“You mentioned having an argument with your friend at lunch today. Is there anything I can do to help?”). It can also normalize the big feelings we all experience!
Initiation and executive functioning skills:
We’ve all struggled with initiation at some point in our lives; we need to complete items on an ever-growing to-do list, but just don’t know where to start! Kids experience this, too.
For children who are competitive, make a contest out of completing tasks. See who can complete their to-do list the fastest, but with the best quality, too! Teaching children and teens how to become more independent with initiation can be fun and successful.
Shifting as an executive function:
Shifting is often combined with attention, since shifting requires the individual to determine what is important and focus on that, rather than what they might have been doing or thinking before.
Take, for example, a student who was writing a paper on a Shakespearean play for their English class. They’ve now finished the assignment and have moved on to a worksheet on the quadratic formula. Their mind needs to completely turn “off” Shakespeare and turn “on” the quadratic formula.
Luckily, there are many activities for attention. One fun way is to build an obstacle course. Each time the child completes the course, change one of the rules!
For example, the second time, they can only touch primary colors or can only hop on one foot in between obstacles. They will not only need to remember what the new rule is, but they will have to shift away from the old rules!
Inhibition and executive functioning:
Inhibition is often referred to as impulse control. It can be an exhausting component of executive functioning, as it can lead to significant safety concerns.
One way to improve impulse control with younger children is through the game “Red Light, Green Light.” Many children (even early teenagers) enjoy playing versions of “Floor is Lava,” avoiding certain materials as they attempt to navigate a room. This can also be a great way to work on working memory!
Working memory as an executive function:
Working memory can be a significant challenge for many individuals. Working memory requires us to retain learned information and use it during daily activities.
There are many ways to support working memory development and deficits. There are many task-management apps available, even for things like medication management. For activities to improve working memory, try playing games like Magic Labyrinth, Melissa and Doug’s Sandwich Stacking Game, or making a recipe!
Planning/organizing for executive functioning success:
Planning for projects and organizing ideas is stressful! It can be helpful to go through large assignments one at a time. Break the assignment into manageable pieces, including what materials are needed for that step and when that step needs to be completed.
The good news is that these skills can experience definite improvements with practice. Check out this link for more information and strategies.
Organization of materials and executive functioning:
Messy rooms with laundry covering the floor, desks and lockers overflowing with paper, expandable folders filled to the brim with assignments—these are the signs of a disorganized student! Organization is often the first thing to go when a person feels stressed or overwhelmed, as it can be time-consuming.
To support a child’s organization skills development, try making checklists for their locker or desk. As they place each item into their backpack, they can check a box to make sure they have everything they need before they go! Or, use labels to clearly define where belongings go in a closet or on a bookshelf.
Monitoring for executive functioning success:
Monitoring is important since we all interactive with others on a daily basis! Monitoring is the acknowledgement that we behave in certain ways and that these behaviors can affect other people.
Self-reflection (mentioned above) can be a good way to promote monitoring. An individual can process through what they think went well, what they struggled with, and how they think others felt during these events. Behavior charts can also be helpful by clearly listing out what the expectation is and whether the individual demonstrated that skill area. Ultimately, the goal is to encourage self-monitoring as much as possible, rather than adults monitoring the child. The possibilities for monitoring strategies are diverse and it’s possible to find something that works for each person.
More Executive Functioning Skills Resources:
- Free Executive Function Mini-Course- Wondering about what are executive functioning skills? This Executive Functioning Skills Course is a FREE, 5-day email course that will help you understand executive functioning and all that is included in the set of mental skills.
- This collection of executive functioning skills resources outline many aspects of higher cognitive skills through various EF skill areas.
- Getting organized can be a start to addressing several executive functioning skill areas. Here is a collection of organization strategies, tips, and tools.
This post was written by contributing author, Emily Skaletski, MOT, OTR/L is a pediatric occupational therapist in the Madison, WI area. Emily participated in the Pennsylvania Occupational Therapy Association’s Emerging Leaders Program (2016), earned her level 1 digital badge in autism from the American Occupational Therapy Association (2017), received the Distinguished Alumni Award from Chatham University (2018), and was appointed the South-Central District Co-Chair of the Wisconsin Occupational Therapy Association (2019). Emily has presented at both state and national conferences and is passionate about professional development. While trained as a generalist, Emily particularly enjoys working with clients with autism spectrum disorder and challenges related to executive functioning skills.