Organization is an executive function that describes the ability to develop and use systems to keep track of materials and information. Students who struggle with organization often lose their belongings and come unprepared with what they need. They have a difficult time finding what they need and keeping their work neat. These struggles require students […]

Planning is an executive function that describes the ability to create and follow steps to reach a goal within a scheduled amount of time.  Students who struggle with planning often fail to finish work on time because they start at the last minute and inaccurately estimate how much time they’ll need to complete their work.  […]

Working memory is an executive function that describes the ability to use and recall information stored in the memory to complete tasks. Students who struggle with working memory often have a short attention span and are distracted by their environment. They tend to have difficulty remembering not only information, but also what they need to […]

Task Initiation is an executive function that describes the ability to get started on projects, assignments, and tasks without procrastinating. Students who struggle with task initiation are often seen as lazy or unmotivated, but many times they are just stuck without a clear understanding of how to tackle even seemingly small tasks. They also have […]

Emotional Control is an executive function that describes the ability to manage feelings while completing tasks and working towards goals. Students who struggle with emotional control often react strongly to triggers and problems, and they have a difficult time coping with their feelings.  These types of struggles interfere with students being able to focus on […]

Flexibility is an executive function that describes the ability to adapt to changing conditions by revising plans or switching strategies. Students who struggle with flexibility have a difficult time when they need to move to a different idea, topic, plan, or activity.  Because learning consistently relies on cognitive flexibility, not yet having this executive functioning […]

Self-monitor is an executive function that describes the ability to view and evaluate oneself in a situation. Students who struggle with self-monitor have a difficult time understanding themselves, and they often do not know what they need to do differently.  This can frequently lead to difficulties in the classroom and with social interactions, and many […]

Self-Control is an executive function that describes the ability to stop and think before acting.  Students who struggle with self-control have a difficult time regulating their behaviors, and they often do not realize the consequences of their actions. These students have frequent challenges in the classroom, and their opportunities to learn are greatly diminished. Teaching […]