What Is An Executive Function Disorder -- What Parents/Guardians Need to Know
Executive Function has many varied definitions, but in essence, it is the brain's "air traffic control system."
The Center on the Developing Child at Harvard University offers a simple metaphor to help us understand the term executive functioning (EF): “Just as an air traffic control system at a busy airport manages the arrivals and departures of many aircraft on multiple runways, executive function skills allow us to retain and work with information in our brains, focus our attention, filter distractions, and switch mental gears” (p. 1). EF is a term with varied definitions, but, in essence, a person’s executive functioning system is the internal self-monitoring system that develops from early childhood to adulthood in the prefrontal cortex of the brain (National Scientific Council on the Developing Child, 2011, p. 4).
There are many concrete ways that parents witness their children struggling with EF.
In the younger child, they may find it difficult to:
- Sit still for homework
- Turn in homework
- Leave for school prepared with their backpack and supplies
In older children and adolescents, they may:
- Be unable to juggle multiple tasks, rules, or strategies
- Experience more interpersonal conflict or respond inappropriately in social situations
- Be more emotionally tumultuous
- Struggle to revise actions and plans
At home, children may struggle to:
- Get ready in the morning
- Follow instructions for chores
- Follow through on directions when asked
- Avoid distractions when out and about
- Keep track of belongings
- Remember multistep directions
- Modulate their emotions
- Accept alternative options
- Be on time
Atypically developing EF skills are correlated with Attention Deficit Hyperactivity Disorder (ADHD) and anxiety.
Misconceptions
There are two common misconceptions about individuals with poor EF skills.
- First, developing these skills does not happen automatically with maturity.
- Second, atypically developing EF skills often get children labeled as “bad” and are blamed for their inability to self-regulate against challenging behaviors. These children may be identified as having behavior problems rather than as children with lagging skills that would benefit from direct instruction (National Scientific Council on the Developing Child, 2011).
However, when students receive the appropriate interventions in a supportive environment, the challenging behaviors tend to diminish.
Remediation and Support
Direct and explicit instruction in EF skills is most impactful when integrated across the curriculum or across a school program. That’s what we do at DVFriends.
If you are unsure if DVFriends serves your student's learning profile, please contact the Admissions Office to speak to Jim Miller or Kavitha Patel.
Kavitha Patel
Assistant Director of Admissions, Director of Financial Aid
(610) 640-4150 x2120
Assistant Director of Admissions, Director of Financial Aid
(610) 640-4150 x2120