Improving a Child's Executive Skills at School

01.27.2020

There are many opportunities for students to use executive skills throughout the course of a school day. A student’s ability to locate notes, select and bring home the correct notebooks, complete an assignment on time, navigate their school environment, and organize their locker and desk, are vital executive functioning skills that are required to succeed in school. This blog will explore executive functioning and tools to help promote skill development in your students.

EXECUTIVE FUNCTIONS … WHAT ARE THEY?

This is a term used to describe the many tasks our brains perform that are necessary to think, act, and solve problems. The term executive skills come from the field of neuroscience. It refers to brain-based skills necessary for humans to execute or perform tasks. Executive functioning includes tasks that help us learn new information, remember and retrieve information we've learned in the past, and use this information to solve problems of everyday life. A child's executive functioning skills make it possible for him or her to function in a manner consistent for their age. Poor executive functioning may have a significant impact on a child’s success at home, school, and in the community. By late adolescence a child must function with a reasonable amount of independence; he or she should no longer rely on their parents or teachers to organize their day, prompt them to start tasks, and manage all of their belongings.

Description of Executive Functions

Response Inhibition: This is the ability to stop, think, plan, and then act; things that help us control ourselves. An example for a younger student would be keeping his/her hands to themselves during circle time.  An older student would be able to refrain from interrupting and talking out in class.

Working Memory: This refers to a child’s ability to remember things for immediate use. It is the ability to hold information in one’s memory while performing complex tasks. Working memory incorporates the ability to draw on past learning and experiences. A younger student would remember to bring their lunch box home. An older student is able to recall homework assignments assigned and the associated notebooks to take home to complete.

Emotional Control: The ability to modulate and manage an emotional response; school age children need to compromise, share, and accept losing. A younger student should handle their anger and not fight with peers. An older student should be able to manage their frustration when they make mistakes.

Sustained Attention: This refers to a child’s ability to continuously pay attention to a task or activity. An older student should be able to complete one hour of homework with brief breaks.  A student with sustained attention problems may fail to complete classroom work on time, or stop classroom work before finishing.

Initiating Activity: This is the ability to begin a task or project without undue procrastination in a timely manner. A student should not wait to the last minute to start a project such as reading a book and completing the corresponding book report.

Planning & Prioritizing: Managing current or future tasks by setting goals and establishing the steps needed to complete the task. This requires that a child prioritize which tasks should be done immediately or which can wait. It also requires that a child learn to sequence or determine which order to complete tasks. A younger student should do their 10 minute homework assignment before playing outdoors.  An older student, for example, should be able to identify the steps and execute a plan to get an after school job.

Organization: This is the ability to create and maintain systems to keep track of information and materials. A young student can independently hang his/her jacket on a hook. An adolescent can organize his/her desk and binders.

Time Management: The ability to prioritize the steps needed to complete and schedule tasks with adequate timing to complete the work satisfactorily. A student needs to know how to estimate time needed to complete tasks and use time wisely.

Goal Directed Persistence: This is the capacity to have a goal and follow through to achieve it. Older students can save money from their job.

Flexibility: This is the ability to adapt to new situations and conditions. The child can revise his or her plan despite obstacles, setbacks, or other changing information. Younger students can wait their turn, even when extra classmates unexpectedly join the game. Older students should be able to adjust to learning that their baseball game was cancelled due to poor weather.

Metacognition: The ability to self monitor and self evaluate so as to determine how one is doing. The child can learn from mistakes. A young student may be able to modify her performance to solve a jigsaw puzzle. A teenager can self monitor and modify her behavior in response to a positive role model.

What Do Weaknesses in Executive Functioning Look Like in Students?

• Needing constant prompting to start desk work
  
  
• Waiting to the last minute to complete a long-term project
  
  
• Leaving school without homework, lunch, jacket, etc.
  
  
• Desk and locker are very disorganized and/or messy
  
  
• Sloppy notes/messy notebooks or binders
  
  
• School notebooks and folders very disorganized
  
  
• Unaware of the passing of time/deadlines
  
  
• Forgets homework or forgets to hand it in
  
  
• Leaves everything for the last minute
  
  
• Chooses “fun stuff” over homework
  
  
• Breaking rules
  
  
• Forgetting to do the task or chore you just asked him/her to complete
  
  
• Forgetting directions
  
  
• Melting down when others modify expectations or routines
  
  
• Overreacting to minor disappointments
  
  
• Unable to find things in locker or backpack
  
  
• Has a backpack full of crumpled papers and random objects
  
  
• Can’t break down long-term assignments and misses’ deadlines
  
  
• Loses or misplaces items (books, hat, papers, pencil, etc.)

This list includes common issues for children with weaknesses in executive skills at school. Certainly all children will have their own profile of executive functioning strengths and weaknesses. However, if these issues remind you of a child or children on your caseload that are experiencing difficulties at school, it may be highly worthwhile to learn more about executive functioning. While this blog is a brief introduction to the topic, we are happy to offer some general and specific strategies you may wish to implement.

General Principles for Improving a Child's Executive Functioning Skills at School

Change the Physical or Social Environment: Modify the classroom by adding physical barriers, reduce distractions, use homework bins, seat child to promote attention.

Teach the skills: Do not assume that the child will learn these skills on their own. Break tasks down into small steps and practice. You may say “Put your agenda in your backpack”.

Learning Styles: Tailor lessons/strategies to the student’s strengths. Is the student a visual learner (rely on what they can observe), an auditory learner (takes in information by listening), or a kinesthetic learner (learns by touch and movement)?

Is the student ready?: Consider the child’s developmental level. For example, do not expect a six year old to perform a 20 minute writing assignment. Make tasks shorter and/or add breaks.

Set the stage: Use visual reminders when possible; ongoing verbal cues may sound like nagging. Try visual lists, scheduling alarms.

Establish routines and schedules: Be prepared to modify and adjust the routine. Engage the child in the brainstorming process regarding how to improve the plan.

Outline Steps: Use checklists that outline steps and procedures.

Reward success: Provide praise and positive feedback. Seek advice from the child regarding preferred rewards.

Evaluate and Monitor: Involve the student in the process and make changes as needed.

Withdraw support slowly: It may take time. Slowly decrease the amount of prompts and level of supervision.

Tools to Promote & Develop Executive Functioning Skills in Students

Tools to Grow is excited to share NEW resources to promote executive functioning skills in your students!

Consultation Forms:

Occupational Therapists may utilize these Consultation resources to provide classroom based strategies to students.  This NEW resource includes five performance areas of occupational performance, addressing a total of 16 concerns. These consultation forms are strategies that may be implemented, monitored, and the effectiveness/response discussed to improve student performance within the context of the students’ learning environment.

Areas of Occupational Performance include:

1. Activities of daily living:

• Dressing
• Mealtime

2. Handwriting:

• Hand fatigue
• Pencil grasp
• Letter formation & size
• Spatial organization & correct spacing between letters/words
• Letter reversal/orientation
• Producing legible/organized handwritten work copying

3. Mobility & accessibility:

• Sitting upright
• Navigating classroom & school environment
• Walking in a line

4. Organization of materials & time management:

• Organizing materials
• Managing time and planning

5. Sensory processing:

• Touch and handling school materials/tools
• Fidgeting/distractibility/activity level

 Find these OT Consultation Checklists here!

What are Executive Functions? Educational Handout:

This educational sheet is a great Handout to give to teachers, parents, therapists, and other health care professionals. This Educational Handout overviews nine main types of executive functions.

Locker Checklist:

Use this NEW Locker cleaning checklist to promote success for individuals and whole classes.  2 Versions Included: 

• VERSION 1 = Filled in with words + images.
• VERSION 2 = Editable! Personalize by TYPING directly into PDF.

Executive Skills Addressed: Task Initiation, Sustained Attention, Organization, and Planning.

To Use:

• Child utilizes this locker organization checklist each day.
• Child should check (R) each box as that step is accomplished.
• Teacher/Therapist should review checklist to support child and ensure completion.
• Eliminate your assistance as the child becomes more self-reliant.

Find this resource here!

Desk Cleaning Checklist:

Use this NEW Desk cleaning checklist to promote success for individuals and whole classes.

Executive Skills Addressed: Task Initiation, Sustained Attention, Organization, and Planning.

To Use:

• Child utilizes this checklist to clean his/her desk.
• As the child completes this process, he/she should use the checklist to remain organized and efficient.
• Child should check (R) each box as that step is accomplished.
• Teacher/Therapist should review checklist to support child and ensure completion.
• Eliminate your assistance as your child becomes more self-reliant.

Find this resource here!

Binder Organization Checklist:

Use this NEW Binder Organization checklist to promote success for individuals and whole classes.

Executive Skills Addressed: Task Initiation, Sustained Attention, Organization, and Planning.

To Use:

• Child utilizes this binder organization checklist each day.
• Child should check (P) each box as that step is
• Teacher/Parent should review checklist to support child and ensure completion.
• Eliminate your assistance as your child becomes more self-reliant.

Find this resource here!

Rewards:

In addition to teaching executive skills, another intervention is to reward and motivate the student to use skills. Responding with these fun rewards when the student engages in appropriate behavior is a powerful way to shape behavior. 

Reward Versions Included:

• Clean Desk Award
• Clean Locker Award

Find this resource here!

Daily Routine Charts:

So as to ease your student’s transition from school to home, Tools to Grow, Inc. is pleased to offer these updated resources. Provide these “tools” to families to help the child to stay organized and productive after school.

Executive Skills Addressed: Task Initiation, Sustained Attention, Organization, and Planning.

To Use:

• TYPE into Chart to personalize with child’s name
• Print Routine Chart and Routine items
• Laminate the routine chart and desired chart pictures.
• Use Velcro or securely tape each chart picture onto the blank routine chart in the order you prefer.
• Place Velcro onto each check mark square.
• Using Velcro, your child can add the “check mark” as the task is completed.

Find these routine charts here!!!

You can also find Bed Time Visual routine charts here!

Homework Checklist:

Each day after school your child can use this FREE downloadable checklist to record and monitor his/her homework plan.

Executive Skills Addressed: Task Initiation, Sustained Attention, Organization, Time Management, and Planning.

To Use:

• Record all assignments- this helps to ensure that he/she has all the needed materials.
• Your child will learn to predict the time required to complete each task and if he/she will need your help to complete their homework.

Find this FREE resource here!

Homework Station:

Use this FREE downloadable label/checklist to keep supplies and materials well stocked at your child’s fingertips at their homework station. A simple bin from the dollar store may be all that is needed!

Executive Skills Addressed: Task Initiation, Organization, and Planning.

Find this resource here!

You can find all these and more Executive Functioning Resources here.

We hope these strategies and tools help your students stay organized and productive!

References:

Dawson, P. & Guare R. (2010). Executive Skills in Children and Adolescents. New York: The Guilford Press

Dawson, P. & Guare R. (2009). Smart but Scattered. New York: The Guilford Press

Goldberg, D. (2005). The Organized Student: Teaching Skills for Success in School and Beyond. New York: Fireside

Van Gemert, L. (2014), The EF Gap. Mensa Bulletin Issue 577. Arlington Texas

Related Topics: Executive Functioning Skills, School Based OT, Tools to Grow at School

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