Executive Functioning - for parents and children

Executive Function: Parents and Children

By Patience Domowski, LCSW

What is “executive functioning”? It’s a fancy term used to describe certain skills that are usually lacking in a child’s performance, often in school. These skills are the basic skills used to function in everyday life like memory, (remembering homework assignments and the routine), organization (keeping things together and knowing where things are in their backpack, desk, or at home), figuring out how and when to get things done at home and school (planning projects for example), and self-control to regulate their emotional reactions (getting easily frustrated).

Kids with executive functioning impairments are often diagnosed with ADHD or sometimes other disorders as well, or may just struggling with executive functioning regardless of another disorder. If a person has ADHD they struggle with executive functioning, however a child or adult can struggle with executive functioning without having ADHD. Executive Functioning disorder or impairment is often diagnosed by a school psychologist. If your child has this skill deficit they will likely be given some accommodations and adjustments at school to help them learn these skills such as with a 504 or IEP.

If a parent is also struggling with their own executive functioning and is trying to help their child learn these skills, it can be extraordinarily harder than for a more organized parent. The parents should ask for help from the school as well as other friends and family members if needed to learn to put some strategies in place to keep themselves and the child on track. If necessary a behavioral therapist can help as well.

Some basic strategies for parents to use themselves, and then teach their child include:

Organization:

• Set up and label containers, shelves, etc to organize where items go in the house. Do the same with school work papers. Put old school papers in a basket or box to save, or throw them out. Put current school papers in folders in child’s backpack and label what goes where. Practice with child organizing their own papers, so child learns to do the skill too. Parents can use the same strategy with other important household and work papers using a filing system or even scanning and saving on the computer instead of on paper.

Memory and Planning:

• Use a paper calendar on the wall at home, and a travel calendar to take with you (unless you use your phone calendar). Have your child use an agenda for school assignments. Write down appointments, reminders, homework, bills due etc.
• Use sticky notes as reminders. Put them up around the house.
• Use a checklist for routines and chores at home.
• Write out a plan for each day including time frames to get the things done. (Example: 4pm homework, 5pm play outside, 6pm chores. Etc, or more specifically: 3:30- math homework, 3:45 reading, 4:00 writing essay, etc)
• Use timers/alarms to keep you and your child on track for getting things completed. Maybe even make a competition- who can get ready in the morning the quickest, or who can stay on task to finish a chore first.

Self-Control/Self-Regulation:

• Recognize when you are starting to get upset and frustrated, before it gets worse, stop and take a breath and figure out how to relax or solve the problem. Start teaching your child the same strategy by pointing it out to them (“I see you’re starting to get frustrated with math. How about we take a little break?”, or “Mom is sure getting upset over this recipe not working out. I think I’m going to just try a different thing to make for dinner, instead of getting upset.”)
• Play games to work on impulse control and feelings management like running through a routine at another time to see if can improve on your timing or efficiency, or role playing how to handle a frustrating situation that might come up (at a time when nothing bad is happening).
• Come up with strategies for handling problems for both parent and child (can be separate lists) and write them up and hang them in the home where you can see them and use them. You can remind each other to use a strategy.

If needing help with motivation to use any skill or strategy, add in a motivating reward! Such as if you finish your routine in time, without reminders, you get a little piece of candy, or if you calm down quickly you get to play a game on your device for a few minutes. You can make it a fun and friendly competition with your child on who can keep on task the longest, finish their work quicker, or use more coping skills in a week instead of getting upset. Your child will enjoy calling you out when you’re off which will be a good reminder for parents, but also you can help your child recognize and correct their own struggles in a fun way.

Remember to ask for help as needed and not expect yourself or your child to be perfect. These skills take a while to learn but are learn-able, you just need more external assistants like calendars and timers. You can do it- and so can your child!

References and Links:

https://developingchild.harvard.edu/science/key-concepts/executive-function/

Helpful info on how to get helps at school for your child on this website:

https://www.understood.org/en/learning-attention-issues/child-learning-disabilities/executive-functioning-issues/3-areas-of-executive-function

This tip sheet list also includes a free printable handout:

https://www.growinghandsonkids.com/executive-functioning-skills.html

ADHD tips for teachers

Impulse Control

—  Teach child to control impulses using games like Simon Says

—  Remind them to STOP and THINK

—  Raise your hand silently as a cue to raise hand if child is calling out and wait to call on them until they raise their hand (ignore them if they call out)

Reduce Distractions

—  Eliminate/avoid distractions in the room as much as possible

—  Sit ADHD child in FRONT of the class so they avoid distractions such as other students

—  Sit child so they do NOT face window, doors, highly decorated areas of the room

—  Sit away from toys and computers

—  Use a file folder “office” to block distractions

—  For tests sit in quiet section like back of room where less children are around

Keeping organized and on task

—  Many kids with ADHD cannot keep themselves regulated in If you can’t keep things regulated/organized INTERNALLY (in your head) you have to do so EXTERNALLY such as using calendars, to do lists, charts, sticky note reminders, etc

—  Help kids stay on task using Timers (www.timetimer.com),  make reminder notes, have visual schedules, mark backpack/folders with reminder notes, completion checklists, picture schedule of the day, and other visual reminders

Reward systems/motivators

—  Often children with ADHD, and ODD, and other behavior disorders (Autism, Disruptive Behavior Disorder, etc) do not have the internal motivation or desire to want to perform well, please parents/teachers, or achieve/succeed within themselves.  (Let’s face it we all have those days we’d rather play than work or learn! ) So they need EXTERNAL MOTIVATORs such as incentive/reward charts, tokens, behavior systems, earned allowance, etc. Basically find out what they want and then help them get that with doing the expected/preferred behavior.

—  Reward systems/charts should be individualized, tailored to child’s wants, needs and interests. If child is NOT interested/doesn’t want the reward, its too hard to achieve, or its not related to them, they are highly unlikely to utilize it and actually do what you are requesting.

—  Rewards DO NOT have to be Toys/Food (tangible) they can be –extra time, -special choice, -extra attention, -computer time at end of the day, -stickers, -coloring pages they enjoy, etc

—  For younger children small token/reward charts work great. Make it achievable. They should be able to earn in an hour or day if they are very young, or weekly for kids who are a little older or have achieved daily rewards already.

—  Older children should earn tickets/money/chips to cash in for prizes/rewards/ privileges

Other helpful tips

—  place child closer to front of room, sit student next to a calmer student or away from distractions, call on child often to answer questions, or repeat back information, sit child in a chair versus on the floor

—  Tap their desk/call name while teaching to get their attention

—  Have them run errands/be helper for class to get out extra energy

Remind of expected behavior and establish reasonable consequences

—  Tell children the expected behavior and the consequences if they don’t follow it – should be clear and concise. Remember if its simple they are more likely to hear it! For example “We are going to play musical chairs now. If you don’t follow the rules and get “out” when told, you can’t play the game again when we play next time” or “Now its time for art. If you splash the paint on the floor on purpose, you will have to sit out”.

Other disruptive behavior tips

—  Out of seat on carpet/crawling around:

                                -try a chair, carpet square, move away a little from the group

·         Talking to peers next to them:

- move them away from that peer, put them next to calmer/quieter kids (boy/girl/boy/girl can work)

·         Fidgeting:

- try a fidget toy to hold (if that toy becomes distracter, take it away until they focus, then return toy to them to see if that helps. If not, fidget toys won’t work. )

-Sit on a fidget seat (School’s OT consultant should have one), exercise ball, or bean bag for extra sensory input.

—  Butting in line/pushing children in line:

- put child at front or back of line, or several feet from others in line, remind of consequence “keep hands to yourself or you will have to go to back of line/lose recess/etc”

·         Have child take a walk/movement activity before having to sit for a while 

—  Wandering around/not transitioning to correct center/activity:

- small chart/list of centers to choose from. They mark off each center they complete on the list.

—  Not staying on task in the center:

                                - timer or task completion checklist

—  Waiting/transition time - fidgeting/touching others/etc:

                                -suggest a wait game or sing songs during that time

Classroom Rewards and Consequences  for everyone

—  Can be individuals earning stickers/rewards/tokens or whole class/group earns a collective prize:

For example if everyone is quiet they get extra 5 minutes recess, or if they are following directions all week, they get a special activity on Friday

—  Consequences could include sitting out of the activity, not being able to sit with a certain peer, losing a toy or other privilege, and call to parents 

Remember:

—  Be Consistent (keep rules the same)

—  Be Fair (don’t always have one child be in trouble if several are doing same behaviors)

—  Give Consequences/Follow through! (if you said it would be the consequence- then make sure it is! Child will learn from that and not keep making same mistakes!)

—  Use Rewards !! (makes everyone more happy!)