Executive Functioning

You can help by:

• teaching “wait-stop”
• limiting temptations or distractions that prevent the child from participating or completing a task ("out of sight, out of mind")
• posting home expectations and reviewing regularly
• teaching delayed gratification
• allowing the use of quiet fidget or sensory tools
• using a nonsense word or physical gesture (e.g., finger on the lips) to cue self-control

See https://www.additudemag.com/keeping-kids-accountable/ for more strategies for both home and school.

The ability to hold information in memory while performing complex tasks. It incorporates the ability to draw on past learning or experience to apply to the situation at hand or to project into the future.

You can help by:

• using agendas and calendars, to-do lists, enabling notifications, reminder apps, sticky notes, alarms, etc.
• drawing on past experience (prompt to access it), e.g., “Remember when we did this yesterday?”
• frequently checking in to ensure your child understands the task
• using the camera on your or your child's phone or tablet to record yourself giving instructions to your child. When your child needs to hear the instructions again, they can review them as they need to!
• “Match the Picture” strategy -- watch the video here (3 1/2 minutes)
• “Block and Box” strategy -- watch the video here (8 minutes)

The ability to manage emotions in order to achieve goals, complete tasks, or control and direct behaviour.

You can help by:

• helping to regulate your child's behaviour and feelings by adjusting your tone of voice, facial expressions, body language, gestures, and soothing words (co-regulation). Learn more about co-regulation at https://self-reg.ca/co-regulation-graphic/.
• encouraging and modeling positive self-talk in emotionally-charged situations
• reducing or eliminating triggers
• giving scripts to follow
• teaching your child to recognize situations or early signs
• working on self-advocacy skills (visit https://www.understood.org/en/articles/the-importance-of-self-advocacy for more information and resources)
• allowing the use of quiet fidget or sensory tools
• providing a quiet area for doing homework

The ability to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom.

The ability to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom. You can help by:

• checking in frequently to ensure on-task behaviour
• involving your child in a plan, e.g., how long can you work before needing a break? What kind of device will help you manage your time and see how much time has passed?
• using devices or notifications at random intervals to cue or redirect your child back to the task
• using incentive systems, e.g., first-then
• offering praise for staying on task and for successfully completing a task

The ability to begin projects without undue procrastination, in an efficient and timely fashion.

You can help by:

• breaking tasks down into smaller steps
• following daily routines
• teaching kids to make a plan with a start time (kids need to make the plan with your help!)
• walking your child through the first step of the task to build momentum
• making help readily available
• “Match the Picture” strategy: watch the video
• “Block and Box” strategy: watch the video for kids

The ability to create a roadmap to reach a goal or to complete a task. It also involves being able to make decisions about what’s important to focus on and what’s not important.

You can help by:

• incorporating your child's interests in tasks as a jumping off point for teaching planning skills
• providing advance warning and explicit instructions
• asking your child to identify the first steps of a task
• “Match the Picture” strategy: watch the video
• “Block and Box” strategy: watch the video for kids

The ability to create and maintain systems to keep track of information of materials.

You can help by:

• modeling good organizational skills at home
• developing and following routines
• talking about your own strategies aloud, e.g., "I need to remind myself to _________, so I will make a note on my to-do list."
• using checklists
• modeling the use of phone calendars and reminders, ensuring the notification feature is activated
• “Match the Picture” strategy: watch the video
• “Block and Box” strategy: watch the video for kids

The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. It also involves a sense that time is important.

You can help by:

• talking about how tasks are the "same but different" from other tasks
• explicitly outlining how long a task will take and when it needs to get started
• using a visual timer
• modeling and encouraging the use of phone calendars and reminders, with alerts and notifications
• using analog clocks so your child can see time passing, i.e., the "sweep of time"

The capacity to have a goal, follow through to the completion of the goal, and not be put off by or distracted by competing interests.

You can help by:

• ensuring instructions are clear
• setting small goals along the way
• using analog clocks so your child can see time passing, i.e., the "sweep of time"
• “Match the Picture” strategy: watch the video
• “Block and Box” strategy: watch the video for kids

The ability to revise plans in the face of obstacles, setbacks, new information or mistakes. It relates to an adaptability to changing conditions.

You can help by:

• teaching about being a "rock brain" or having a flexible brain
• talking about a "Plan B" for a task
• clearly outlining the steps of a task
• walking your child through the steps of a task