Abstract

Executive Functioning (EF) refers to mental processes and skills required to organize the brain to act on information to reach a goal. Stated in another way, EF can be viewed as the managing system of the brain that coordinates all the activities our brainpower must accomplish. EF allows us to retain and work with a lot of information in our mind. It also helps us to filter distractions and switch from one topic or project to another. Specific skills of EF include: working memory, initiating and planning tasks and regulating behavior (impulse control, emotional control). Weak EF can occur in children with developmental disabilities (DD) and those without DD. EF dysfunction is viewed on a spectrum. Some children may have mild deficits; others may have more severe issues. Children may also have weakness in some skills and be proficient in others. EF dysfunction is not a diagnosis. It will, however, increase the difficulties of managing day-to-day activities and educational success for children/adolescents with this disorder. There is a dearth of literature on the incidence and prevalence of EF dysfunction. Even without specific statistics, special education and mental health experts are beginning to recognize the negative effect that weak EF has on a person’s academic and social abilities. Communities must become educated with issues associated with weak EF, in order to advocate for students’ needs. Learning strategies to improve students’ EF will enable children/adolescents/ students to reach their full potential as adults. This article will provide educational information and practical approaches for educators and healthcare professionals to assist families in managing EF in their children. Many of the strategies can be used in the schools and in the home to augment EF support. Adults needing EF enhancement may also find these same methods helpful.

Keywords: Executive functioning; Working memory; Children