Understanding Executive Functioning
According to the Encyclopedia of Autism (2013), individuals on the autism spectrum have a pronounced impairment in executive functioning. Executive functioning (EF) impairments are not unique to autism and can be found in children with other types of disabilities, such as Attention Deficit.
During summer vacation, without the structure of the school day, some students lose the gains they made in strengthening their executive functioning over the course of the school year.
What is Executive Functioning and How to Promote it During Summer
What is executive functioning (EF) and what can parents do to promote EF during the summer vacation? Solomon (2013) defines executive function as “a broad term used to describe the set of cognitive processes required to prepare for and execute goal-directed behaviors” (p. 1179–1188).
It is described as a ‘higher level cognitive process that involves goal or rule representation, inhibition, cognitive flexibility or switching from task to task, and planning. ’Problem solving and abstract reasoning are thought to be parts of executive functioning (Solomon, 2013).
Utilizing Resources and Expertise
A free resource for parents to help them understand executive functioning is available on YouTube. It was created by Dr. Russell Barkley from the Medical University of South Carolina and the Child Mind Institute.
Dr. Barkley has spent his career studying ADHD and impairments in executive functioning. This short, 3-minute video beautifully conceptualizes the notion of executive functioning.
Breaking Down Executive Functioning
Dr. Barkley conceptualizes executive functioning (EF) as having 5 key components:
- Inhibition of Behavior
- Visual Imagery (non-verbal working memory)
- Self Talk
- Emotional Control
- Planning & problem solving (prioritizing).
He briefly explains each of these components in the video and gives examples. For example, according to Dr. Barkley, visual imagery requires a working memory comprised of hindsight, foresight, and a visual sense of time.
Self-talk, he explains, involves verbal working memory, or the ability to talk oneself through solving a problem or reaching a goal. For parents interested in more of Dr. Barkley’s research on executive functioning deficits, we recommend Executive Functions: What They Are, How They Work, and Why They Evolved, Barkley (2012).
Practical Strategies for Parents
Two of the essential elements in strengthening executive functioning skills are externalizing cues and checklists and practicing the components of executive functioning with the aid of external coaching. In the summer, parents are the most likely coaches. The anchor to any such plan is the use of a planner.
There is much debate over the efficacy of electronic planners vs. physical planners. Ultimately, something that is used is preferable to a neglected system.
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Whatever planner is chosen, the key will be to use it. Personally important goals such as meeting with friends or spending time on a preferred hobby need to be part of the planning process in order to be meaningful and intrinsically rewarding.
The coaching aspect involves devoting time to sit with the planner and identify specific activities to be entered. Discussing and, in some manner, visually identifying how long scheduled activities will take is a crucial aspect of strengthening executive functioning.
Research has clearly demonstrated that a poor sense of visualizing time is a key component of an executive functioning deficit. Once there is a rough plan for a month, the ideal is to dedicate time each evening (just before or after dinner, or just before bed) to reviewing the plan for the next day, with major goals in writing and some visual representation of how long it will take.
This should be followed up with some “check-in” early in the morning or at lunchtime about how that day’s schedule is going. If the parent is working, another “coach” needs to be identified to complete this check-in at least once during the day.
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A second summer-long activity should be practicing the use of non-verbal and verbal working memory. As a “coach,” seize times when your child has been scheduled to do some less-preferred activity (e.g., studying, practicing an instrument, doing chores) but wants to continue with a more preferred activity (e.g., sleeping or playing video games).
Have your child verbalize or type out what has happened in the past when she or he has not made a good choice and what happened. Also, have them verbalize or type out what they expect will happen if they don’t do what they have scheduled and what will happen if they do.
The point is to externalize the use of both non-verbal and verbal working memory in order to teach the student how to be their own “coach.”.
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Ten Tips to Promote Executive Functioning in children over the summer:
- Use a planner. Incorporate daily and summer-long tasks and goals.
- Designate check-in times. Review accomplished goals with your child throughout the day.
- Praise inhibition: recognize instances where they control emotions or impulses to reach a goal.
- Praise flexibility: acknowledge instances where they demonstrate cognitive flexibility.
- Model and practice self-talk: Provide examples of talking through possible solutions.
- Utilize checklists: Organize tasks that need to be completed.
- Use visual aids: Create visual lists or pros and cons to prioritize problems and solutions.
- Ensure accountability: Have them report progress to another person.
- Utilize timers and alarms. Use these tools to help them visualize time.
- Negotiate rewards: Establish rewards for following the plan, both intermediary and final.
These tips can help parents help their children maintain and strengthen their executive functioning skills during the summer break.
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Ernst VanBergeijk is the Associate Dean and Executive Director, and Paul Cavanagh is the Director of Academics and Evaluation at New York Institute of Technology Vocational Independence Program (VIP). The Vocational Independence Program is a U.S. Department of Education-approved Comprehensive Transition and Postsecondary (CTP) program. www.nyit.edu/vip [5]. The authors also administer Introduction to Independence (I to I), a seven-week summer college preview program for students ages 16 and up.
References:
Barkley, R. (2012). Executive Functions: What They Are, How They Work, and Why They Evolved. New York: Guilford Press.
Solomon, M. (2013). Executive Function, pp. 1178–1182. In: Volkmar F.R. (Ed. Encyclopedia of Autism Spectrum Disorders. New York: Springer.
Photos courtesy © photoxpress.com
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This post originally appeared on our March/April 2013 Magazine [19]