Executive Function difficulties are a common issue amongst neurodiverse people. While some people have several challenging areas, others may only have a few. It’s important to be aware of these struggles and find accommodations to make life easier.
| Executive Functioning Skill | Indicators | Strategies |
| Task initiation: the ability to begin projects without undue procrastination in an efficient or timely fashion | Can’t get started on tasks alonePuts off long term assignmentsHas meandering thoughts and uses associative thinking | Clear, concrete expectationsInteractive checklistsTimersPrivate work spaceReflection and reinforcement |
| Flexibility: the ability to revise plans in the face of obstacles, setbacks, new information or mistakes | Gets stuck on one problem solving strategyGets upset by unexpected changes to schedule or plansDoes Not look for new resources to solve a problem | VisualsFrameworks and scaffoldsDiscussing “flexible thinking”Social thinkingReflection and reinforcement |
| Sustained attention: the capacity to maintain attention to a situation or task in spite of distractibility, fatigue or boredom | Fails to complete work on timeStops work before finishingCan’t refocus after interruptionsHas difficulty staying focused on a task | TimersIncentivesLimit visual distractionsIncorporate interestsReflection and reinforcement |
| Organization: the ability to arrange or place things according to a system | Doesn’t write down assignmentsLoses books or papersDoesn’t keep belongings neatCan’t keep area organized | BinderGuided notesChecklists Graphic organizersColor codingReflection and reinforcement |
| Planning and prioritization: the ability to create a roadmap to reach a goal or complete a task | Doesn’t know where to start an assignment Can’t develop a timeline for long-term projectsHas difficulty breaking an assignment into smaller partsTries to do a little bit of everything at once | Task analysisPlan discussion CalendarsTime estimationsReflection and reinforcement |
| Time management: the capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines | Doesn’t work efficientlyCan’t estimate how long it takes to do something Doesn’t complete work on timeHas difficulty following a timeline to complete work | TimersVisuals Clear expectationsSchedulesChecklistsDay plannersReflection and reinforcement |
| Working memory: the ability to hold information in memory while performing complex tasks | Forgets or can’t follow directionsLeaves homework at homeDoesn’t remember to hand in work Has difficulty remembering sequence of instructionsDoesn’t bring home appropriate materialsLoses thingsDoesn’t follow classroom rules | Task listsVerbal and nonverbal remindersTimersVisualsReflection and reinforcement |
| Metacognition: the ability to stand back and take a bird’s eye view of oneself in a situation; the ability to self-monitor and self-evaluate | Doesn’t have effective study strategiesHas difficulty catching or correcting mistakesMakes careless errorsFails to check workDoesn’t ask for help when neededDoesn’t attempt to solve problem first before asking for helpCannot accurately evaluate own work | Comic strip conversationsSelf-monitoringGoal-settingReviewing videoReflection and reinforcement |
| Response inhibition: the capacity to think before acting | Talks in classInterrupts othersSays things without thinkingActs impulsively Has difficulty waiting turnDoesn’t recognize the reactions of others | PrimingSchedulesTimersVisual remindersCoping skillsReflection and reinforcement |
| Emotional control: the ability to manage emotions in order to achieve goals, complete tasks or control behavior | Freezes on testsGets frustrated when makes mistakesGives up when challengedThrows temper tantrumsIsn’t aware of own feelings | Coping skillsVisual remindersSensory toolsReflection and reinforcement |
| Goal-directed persistence: the capacities to have a goal. Follow through to completion and not be put off by or distracted by competing interests | Doesn’t see connection between homework and long term assignmentsDoesn’t follow through to achieve stated goalsResents having too much homework | SchedulesClear goalsSelf-monitoring progressReflection and reinforcement |
| Stress tolerance: the ability to thrive in stressful situations and to cope with uncertainty, change and performance demands | Angry when asked to correct something Shuts downSensitive to criticism | Coping skillsVisual remindersSensory toolsAcknowledge the frustrationallow management alternatives and decision-making |