Definitions and examples of Executive Skills
These are the executive skills, listed in the order in which they emerge. Keep in mind that "emerging" is not the same thing as "finished developing, check this skill off the list"! These come from the Smart But Scattered books, listed in the resource section. As you read this information, you may want to think about a specific child and how the delay in any of these skills play out in his life. Here are two cases (in case you can't think of any right off the bat!).
A younger child |
A teenager |
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Executive skill
Response Inhibition: This is the building block of the executive functions.
Working memory
Emotional control
Sustained attention
Task initiation
Planning/prioritization
Organization
Time management
Dr. Barkley feels that time management is often an area of tremendous difficulty for people with ADHD. Goal-directed persistence
Metacognition
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Definition
The capacity to think before you act - this ability to resist the urge to say or do something allows your child the time to evaluate the situation and how his behavior might impact it.
The ability to hold information in memory while performing complex tasks. It incorporates the ability to draw on past learning or experience to apply to the situation at hand or to project into the future. The ability to manage emotions to achieve goals, complete tasks, or control and direct behavior.
The ability to keep paying attention to a situation or task in spite of distractibility, fatigue or boredom.
The ability to begin projects without undue procrastination, in an efficient or timely fashion.
The ability to create a road map to reach a goal or complete a task. It also involves making decisions about what is important to focus on and what is not.
The ability to create and maintain systems to keep track of information and materials.
The capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines.
The capacity to have a goal, follow through to the completion of the goal, and not be put off or distracted by competing interests.
The ability to stand back and take a bird's-eye view of yourself in a situation, to observe how you problem solve. It includes self-monitoring and self-evaluating (how am I doing? or how did I do?).
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Example
-being able to wait a short period without being disruptive
-accept a referee's call without an argument -getting angry but refraining from striking out in response Some kids regularly forget where they left their stuff. Some cannot remembering what they have to do. Others say "I'll do it later" but later never arrives. Some kids learn from experience (last time I did this, I was late); others don't. Some kids can hold a 2-step direction in their minds; others can't. Some kids can remember the expectations from each of their teachers; others struggle to remember.
Some kids are able to recover from a disappointment quickly. Some kids struggle to manage anxiety over tests and games and so perform poorly. Short fuses and high frustration when things don't go "right." Unexpected events can trigger behavior upsets.
Completing a five-minute chore for a younger child. Paying attention to homework for an hour or two with short breaks. Not able to get tasks done without a lot of nagging/help from adults.
Setting aside "fun" stuff to get done what has to be done. Not waiting until the "last" minute to get started on a task. Starting work when the teacher hands out the materials.
Figuring out how to solve a conflict with a friend. Formulating a plan to get a job. Saving up money over time to buy something. Planning going to college.
Some kids have organized backpacks and notebooks. Other kids struggle to find anything in their backpacks.
Some children are chronically late, scramble to meet deadlines, and can't create a schedule to address this issue. They often underestimate how long tasks (even routine tasks) will take.
A first-grader can complete his work in order to have recess on time. A teenager can save up to buy something. Even if he encounters an obstacle, he finds a way around. Kids who live by "you only live once" often are thwarted by deficiencies in this area.
Some kids don't pick up on feedback from others but plunge on. Some kids are able to monitor and improve their performance based on observations of others who are more skilled.
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Go back to "Executive Functions: What Are They?"
