Developing Executive Functioning Skills

What are executive functions

The executive functions are sometimes referred to as the management system of the brain. They are a set of skills that enable us to plan, organise, problem solve, store information, follow multiple step instructions and stay focused and on task.

These skills help us to prioritise tasks, filter out distractions and control impulses, attention and emotions. We use these skills in every area of our lives.

Typically, the executive functions develop in early childhood throughout adolescence and are fully developed by the mid to late 20s.

For children and young people who are neurodivergent, there can be a delay in the development of these skills, and they can often experience challenges with executive functions throughout their life.

How can we support the development of executive functions?

Implementing routine and predictability

Structuring your child’s day so they have the same routine and order of tasks can support effective time management and support planning organisation and working memory.  Involve your child in developing the routine, this will mean they are more invested in the process and will be more likely to stick with it. Support the routine visually as a schedule or checklist in their bedroom or a place it can be seen easily.

Build in a predictable routine each evening to prepare for the next day; being prepared the evening before will help your child feel less stressed in the morning.  Include time for homework, organise school uniform, and packing your child's school bag as part of the routine.  Use a daily checklist for equipment, books, stationery, kit, homework, and other items that will be needed to be packed for each day.

Externalise working memory by putting key information in physical form and writing or recording information as soon as it happens. This can be done using a list, bullet points, note book, note facility on a phone, voice-notes or video using a phone or iPad, or explore available apps.

Use mnemonics (words, short poems/songs, or sentences intended to help you remember things), or acronyms to help remember information. Involving your child in making these easy to remember and fun can make a routine feel like a simple process.

Make use of visual prompts to keep it engaging

Externalise organisation by creating visual systems that work for your child. For example, a series of picture-prompts, photographs, daily planners, calendars, 'to-do' lists, to record tasks that need to be completed. Set timers and reminders for tasks that need to be completed using phones, PC’s, Alexa, or available apps.

Use colour-coded folders and labels to keep school work and notes in order.  Use highlighters to give visual prominence to key information in notes.

Easy to digest, step by step guides

Breaking larger tasks into smaller, manageable steps can make things feel less overwhelming. For example, rather than asking them to tidy their room, ask them to:

1. Make their bed
2. Put their dirty laundry in the laundry basket
3. Put books on the shelves

Support working memory by writing the instructions down in a bullet point list that can be checked off as it is completed. Or you may have a mnemonic or acronym that may fit the task. For example, BBB – Bed, Basket, Books.

Use timers

Externalise time by making time physical/tangible by using timers, watches, analogue clocks, phones, computers, setting reminders or even using playlists. For example, 'We will tidy up for three songs’, this will give you about 10 minutes.  Sing and dance as you go and it will feel like less.

Support emotional regulation

Support emotional regulation by helping your child to recognise and identify emotions as they arise.  Your child may only be aware of their extreme emotions and does not recognise, or cannot verbalise, all of the 'in between' type emotions. Helping your child to expand their emotional vocabulary can help. Model responses, talk about your own emotions and responses, use books, tv programs and movies to explore emotions and emotional responses with your child.

Encourage self-regulation by encouraging the use of techniques such as deep breathing, grounding, and mediation.

Find strategies that work for you and your child

Take time to explore which strategies work for you and your child.  We are all unique and experience different strengths and challenges, strategies that suit one family may not work for another.  The important thing is to find strategies and tools that work for your family.

Executive functioning skills webinar

Below, Colin Foley, Training Director from The ADHD Foundation Neurodiversity Charity, presents a webinar on supporting children with ADHD to develop their executive functioning skills.