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As a special education advocate, I see a lot of executive functioning deficits. And I have now read hundreds of IEPs and 504 plans. I see many accommodations for executive functioning, but not a lot of teaching.

I’m a firm believer that we have to teach and accommodate. Yes, many kids will need accommodations their entire lives. But we still have an obligation to teach skills when we can.

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Teaching Executive Functioning Skills in the Classroom

Executive functioning skills are essential for success in school and in life. These skills include attention, organization, planning, time management, self-control, and flexibility. This video is an executive function coach giving some tips on what she does to teach executive functioning skills to high school students.

Children with weak executive functioning skills may struggle with completing tasks, following directions, and regulating their emotions. However, these skills can be taught and developed through explicit instruction and practice.

Understanding executive functioning is the first step in teaching these skills. Educators and parents should be familiar with the different components of executive functioning, such as working memory, inhibition, and cognitive flexibility.

They should also be able to recognize signs of executive functioning issues, such as forgetfulness, distractibility, and impulsivity. By identifying these issues and putting them in the child’s IEP present levels, goals can be developed and monitored.

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Understanding Executive Functioning

Executive functioning refers to a set of cognitive processes that are responsible for self-regulation, problem-solving, planning, organizing, and decision-making. These processes are crucial for students to succeed academically and socially.

Students with strong executive functioning skills are more likely to be successful in school, have better relationships with peers and adults, and experience less stress and anxiety.

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Components of Executive Functioning

In another article, I have a list of examples of executive functioning skill examples.

There are several key components of executive functioning that teachers should be aware of:

  • Working Memory: the ability to hold information in mind and use it to complete a task.
  • Inhibition: the ability to control impulses and resist distractions.
  • Flexibility: the ability to shift between tasks or strategies as needed.
  • Planning and Organization: the ability to set goals, develop a plan, and carry it out.
  • Self-Monitoring: the ability to reflect on one’s own actions and adjust behavior accordingly.

For example, students who struggle with working memory may benefit from strategies such as chunking information or using mnemonic devices. Students who struggle with inhibition may benefit from mindfulness exercises or other techniques to help them stay focused and on task.

Teachers can play an important role in helping students develop and strengthen these skills by providing targeted instruction and support.

A woman is teaching a girl in a classroom how to teach executive functioning skills.
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Identifying Executive Functioning Issues

Executive functioning issues can have a significant impact on a student’s academic success and overall well-being. Identifying these issues early on can help educators and parents provide the necessary support to help students develop these skills.

Signs and Symptoms

There are several signs and symptoms that may indicate a student is struggling with executive functioning skills. These may include:

  • Difficulty with organization and planning
  • Struggles with time management
  • Difficulty with self-regulation, such as controlling emotions and impulses
  • Forgetfulness and difficulty remembering instructions or information
  • Difficulty initiating tasks and following through on them
  • Struggles with problem-solving and decision-making

It is important to note that not all students will exhibit all of these symptoms, and some students may exhibit symptoms not listed here. However, if a student is consistently struggling with one or more of these areas, it may be an indication of an executive functioning issue.

Assessment Strategies

There are several assessment strategies that educators and parents can use to identify executive functioning issues. These may include:

  • Observation: Observing a student’s behavior and interactions can provide valuable insight into their executive functioning skills. Educators and parents can observe the student’s ability to plan and organize tasks, manage time, and regulate their emotions.
  • Checklists and questionnaires: There are several checklists and questionnaires available that can help identify executive functioning issues. These may include the Behavior Rating Inventory of Executive Function (BRIEF) and the Conners Comprehensive Behavior Rating Scales (CBRS). But again, watch the video above to get the most common thinking on these assessments.
  • Cognitive assessments: Cognitive assessments, such as IQ tests and neuropsychological evaluations, can also provide insight into a student’s executive functioning skills. These assessments can help identify specific areas of strength and weakness, which can be used to develop targeted interventions.

It is important to note that assessment strategies should be used in conjunction with observations and conversations with the student to gain a comprehensive understanding of their executive functioning skills.

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Executive Function Strategies for an IEP

The executive functioning disorder teaching strategies listed below might seem high level. But, if you’re looking for a specific curriculum or something like that to teach executive functioning, none really exist.

What the students need is explicit, real time, instruction. I get it. Teachers are busy, schools are stretched. Many teachers already have a lot going on during the day. So to hear, “just do real time, in the moment feedback and instruction” sounds like one more thing that you just cannot fit in.

But, that’s what works. No sense spinning your wheels doing a ton of stuff that doesn’t work. I understand when teachers say (I was a teacher!), “I don’t have time to do that.”

That doesn’t mean that there is a special secret answer somewhere else. There isn’t. In my perfect world, we train aides and paras in this stuff and they can do it in the classroom.

  1. Explicit Instruction: Provide clear and direct instruction on executive functioning skills such as organization, time management, task initiation, and planning. Break down these skills into manageable steps, and model how to apply them in various situations.
  2. Visual Supports: Use visual aids such as charts, diagrams, and checklists to help students understand and remember the steps involved in executive functioning tasks. Visual supports can make abstract concepts more concrete and provide a reference point for students to follow.
  3. Practice and Repetition: Offer opportunities for students to practice executive functioning skills regularly. This could include structured activities, simulations, and real-life scenarios where students can apply these skills in context. Encourage repetition to reinforce learning and improve proficiency.
  4. Scaffolding: Provide scaffolding by gradually reducing support as students become more proficient in executive functioning skills. Start with guided practice and gradually transition to independent application. Offer prompts, cues, and reminders as needed, but gradually fade them over time to promote self-reliance.
  5. Feedback and Reflection: Offer constructive feedback on students’ efforts to develop executive functioning skills. Encourage reflection by asking questions such as “What strategies did you use to complete this task?” or “How could you improve your time management for future projects?” Reflection helps students become more aware of their strengths and areas for growth.
  6. Integration into Curriculum: Integrate executive functioning skill development into the regular curriculum. Incorporate strategies for organization, time management, and problem-solving into various subjects and assignments. This approach reinforces the importance of these skills across different contexts and helps students see their relevance in academic success.
  7. Direct instruction on time management: Teach students how to use calendars, planners, and to-do lists. This includes modeling how to prioritize tasks, estimate how long tasks will take, and schedule their day.
  8. Teach how to break down tasks: Model and provide practice for breaking larger tasks into smaller, manageable steps. For example, take an essay and show how to divide it into brainstorming, drafting, editing, and revising.
  9. SMART Goals: Teach students how to set Specific, Measurable, Achievable, Relevant, and Time-bound (SMART) goals for both short-term tasks and long-term projects.
  10. Self-monitoring systems: Provide instruction on how to track their own progress using visual charts, logs, or apps. Guide students in reflecting on what worked well and where adjustments are needed.
  11. Teach “Stop-Think-Act” process: Explicitly teach students how to pause and think before reacting impulsively. This strategy helps with decision-making and problem-solving.
  12. Use of metacognitive strategies: Instruct students to “think about their thinking” by asking them reflective questions like “What am I supposed to do next?” or “How will I know if I am successful?”
  13. Chunking information: Teach students how to group information together (chunking) to improve retention. For example, breaking down multi-step math problems into smaller, more digestible parts.
  14. Memory aids and mnemonics: Provide explicit instruction on mnemonic devices or memory aids to help recall facts or steps in a process.
  15. Mindfulness and stress-reduction techniques: Teach techniques like deep breathing, progressive muscle relaxation, or mindfulness activities to help with emotional regulation and self-control.
  16. Social stories or scripts: For students with emotional regulation issues, teach them to use social stories or scripts to prepare for situations that might be stressful or confusing.
  17. Teach organizational systems: Instruct students in systems for organizing materials, such as labeling binders, using folders, and organizing digital files. This could involve teaching strategies for setting up and maintaining an organized workspace.
  18. Weekly planning sessions: Schedule regular lessons focused on planning out the week, teaching students how to anticipate upcoming assignments or tests, and how to schedule study or homework time effectively.
  19. Problem-solving frameworks: Teach frameworks like “What’s the problem? What are my options? What’s the best solution?” to help students shift perspectives and find solutions.
  20. Practice alternative approaches: Provide opportunities for students to practice shifting from one strategy to another if their first attempt doesn’t work (e.g., trying a different method to solve a math problem).
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IEP Strategies for Executive Functioning Skills

Teaching executive functioning skills can be challenging, but it is essential for students to succeed in school and beyond. Here are some effective strategies for teaching executive functioning skills:

Planning and Prioritization

To help students with planning and prioritization, teachers can encourage them to create to-do lists for tasks and assignments. This can be done using a planner, a whiteboard, or a digital tool.

Teachers can also model how to break down larger projects into smaller, more manageable tasks. This can help students develop a sense of accomplishment and reduce stress.

Organization Techniques

Organization is key to developing executive functioning skills. Teachers can help students by modeling how to organize their materials, such as notebooks, folders, and binders.

Teachers can also encourage students to use color-coding, labels, and dividers to help them keep track of their assignments and notes. Additionally, teachers can provide students with checklists to help them stay organized and on track. Just make sure they can manage the checklist!

Time Management

Time management is a critical executive functioning skill that can help students succeed in school and in life. Teachers can help students by modeling how to estimate the amount of time needed for tasks and assignments. They can also encourage students to use timers or alarms to help them stay on task and avoid distractions.

Task Initiation and Work Completion

Task initiation and follow-through are essential executive functioning skills that can help students start and complete tasks. Teachers can help students by modeling how to break down tasks into smaller steps and providing them with feedback and support.

Teachers can also encourage students to use self-talk and positive affirmations to help them stay motivated and focused. Additionally, teachers can help students develop strategies for overcoming procrastination and avoiding distractions.

Creating a Supportive Learning Environment

Creating a supportive learning environment is crucial when teaching executive functioning skills. The environment should be conducive to learning and provide opportunities for students to develop their skills.

Here are some ways to create a supportive learning environment.

Adapting Teaching Methods

Teachers can adapt their teaching methods to help students with executive functioning difficulties. One way to do this is by breaking down tasks into smaller, more manageable steps. This can be done by creating checklists or using visual aids to help students understand the steps involved in a task.

Teachers can also provide students with extra time to complete tasks or allow them to work in a quiet, distraction-free environment.

Incorporating Technology

Technology can be a helpful tool when teaching executive functioning skills. Teachers can use apps and software to help students with organization, time management, and task completion. There are many apps for executive functioning that help fill in the gaps in skills.

For example, students can use a calendar app to keep track of assignments and deadlines, or a to-do list app to manage their tasks. Teachers can also use interactive whiteboards or tablets to engage students and provide visual aids during lessons.

By creating a supportive learning environment, teachers can help students with executive functioning difficulties develop their skills and reach their full potential.

How to Improve Executive Function Skills

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Special Education Advocate

I'm an IEP/Special Education Advocate who has attended 100s of IEP meetings. I live in Chester County, PA with my husband and two boys, one is disabled. My goal is to make your IEP process easier and help you move your IEP Team to YES. When I'm not here, I'm probably in Harrisburg or DC lobbying for systems change for our kids.