this article's purposes, we will consider the following: • Executive function is the self-management system of the brain. It allows us to organize and plan, focus and shift focus, and manage emotions, among other important tasks (Brown, 2023) • Executive function is a set of processes that all have to do with managing oneself and one’s resources in order to achieve a goal (Smart but Scattered Kids); it is an umbrella term for the neurologically based skills involving mental control and self-regulation to effectively execute (perform) tasks and solve problems. While EF is an umbrella term, it can actually be broken down into specific cognitive components that are required in order for us to be organized, self-regulated, and adjust to things that we encounter throughout our daily lives. Much research has been done on this topic of executive function and ADHD with the works of Russell Barkley and Thomas Brown being well known and highly regarded. Russell Barkley, Ph.D. maintains the following cognitive process make up executive function: 1. Inhibition 2. Resistance to distraction 3. Self-awareness 4. Working memory 5. Emotional self control 6. Self-motivation Dr. Barkley’s research is based on the idea that the inability to self-regulate is the root cause of many challenges faced by individuals with ADHD (Barkley, 2011). Thomas Brown, Ph.D. describes executive function as a complex system comprising 6 aspects or clusters (Brown, 2008). • Activation: Organizing, prioritizing and activating for tasks • Focus: Sustaining and shifting attention to task • Effort: Regulating alertness, sustaining effort and processing speed • Emotion: Managing frustration and modulating emotions • Memory: Utilizing working memory and accessing recall • Action: Monitoring and self-regulating action Dr. Brown’s research indicates that these clusters operate in a coordinated way, and people with ADHD tend to have impairments in at least some aspects of each cluster. Both Dr. Barkley and Dr. Brown indicate that EF difficulty stems from an inability to regulate or manage one or more cognitive operations. So, what do we do to help those who have challenges with EF? We teach them! Throughout this article, you will find resources, strategies, and tools that you can use to support the executive function of the students with whom you work.
It is important to note executive function is a lifelong process. It is easy to consider young children not having developed EF skills. They often need guidance to prioritize or organize tasks, transition between activities, and self-regulate their emotional responses. When you think through the aging process, older adults often have similar needs. While the expectation that older students and adults in the workforce can manage themselves, many, like those with ADHD, struggle with EF processes their whole life. And all of us have times (often when we are under a lot of stress) when we rely more on external supports to manage EF. A general consideration for addressing EF difficulties is to externalize the processes you want students to internalize (Barkley, 2011). Using one or more of the following practices can help students understand EF and begin to fine tune EF skills for themselves. 1. Model - explain your own thought processes and steps. Verbalize what you are thinking and why. 2. Make external everything you want your student to internalize - provide visuals in the general space and individually if necessary 3. Be explicit- offer step-by-step details or instructions rather than only give the broad idea 4. Break tasks into smaller pieces and offer due dates if a longer project 5. Provide structure/framework like manipulatives, graphic organizers, storyboards, etc. 6. Practice/demonstrate in context in real time. Universal Design for Learning (UDL) offers additional considerations to support the development of EF skills. UDL is a framework that removes barriers to student learning and honors learner variability by allowing multiple ways for students to engage in learning, receive information, and express what they know. The UDL Guidelines (CAST, 2018) specifically identify Executive Functions under the Action and Expression principle as a method to internalize learning. Educators can support executive functions by providing options for appropriate goal setting, planning and strategy development, managing information and resources, and progress monitoring. Horizontal picture of shadow people indicating one’s lifespan as babies to children to adults to an older person in a rocking chair.
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