What are executive functioning skills? Executive functioning (EF) skills are the abilities in our brain that help us complete everyday tasks. These skills include planning, organization, time management, metacognition, working memory, self-control, attention, flexibility, and perseverance. S
Read about executive function skills and how they can help your child learn and develop. In this post, you will learn about inhibitory control, working memory and cognitive flexibility. Your child needs them for self-control and self-regulation, as well as for planning, organising and completing tasks.
Students need executive functioning skills but resources are scarce. Students with special needs need these skills as well. Here is a solution. See the preview for examples. Over 100 positive reviews!!! These are Executive Functioning Skills Printables for Students with Autism, Similar Special Needs, ADHD, LD and Executive Functioning Needs. Thank you in advance for your feedback. These executive functioning skills printables will work well for any students learning life skills whose special needs include developmental delay and the need to learn executive functioning skills. The printables can supplement any curriculum or they can be used daily as a discussion starter for developing appropriate executive functioning skills. This packet includes executive functioning skills related worksheets that require variations in response styles for many answers. (Ex. matching, cutting, circling, and pasting.) Planning: Plan Waiting My Schedule Planning for an Art Project Organizing: Organize the Code Organized/Unorganized Organizing My Desk I Can Organize Time Management: Is it Time? Using Timers Smart Watch Task Initiation Working Memory: Repeat After Me Remember Multi-step Directions Letter and Word Search Self- Control: Controlling My Actions Emojis Feelings Self-Discipline Impulse Control: Personal Bubble Controlling My Impulses Stop Raging Making a Choice Attention: Listening Visual Schedules Show Listening Skills By Doing These Things Staying On Task Flexibility: Flexibility Definition Planning a Calendar Starting a Non-Preferred Activity Changing Plans Perseverance: Perseverance Word Search A Story About Perseverance Working to Build Sentences Work Through It Transitioning: Change-What Things Can Change? Starting a New Assignment Working Until My Scheduled Break Transition Cues Problem Solving: Steps to Problem Solving Is this a Good Strategy? Visualize It Thinking of Strategies When Feeling Anxious Related Products Social Skills Printables for Students with Autism. Teen's Edition Social Skills Printables for Students with Autism. Writing Skills for Students with Autism & Special Needs (Expressive Writing). Morning Work for Teens with Special Needs (September). Play Skills Printables for Students with Autism & Similar Special Needs. Support for social skills and behavior skills, support to help students with calm down Techniques. ©Autism Classroom 2018. This license is for the purchaser of this product and may not be distributed electronically except for use in the purchaser's classroom. Additional licenses can be purchased through TPT. Standard copyright laws apply.
What executive functioning is, how neurodiversity impacts executive functions, and practical strategies for kids with executive dysfunction.
Read about executive function skills and how they can help your child learn and develop. In this post, you will learn about inhibitory control, working memory and cognitive flexibility. Your child needs them for self-control and self-regulation, as well as for planning, organising and completing tasks.
In our local school districts, The Zones of Regulation by Leah Kuypers is one of the most popular emotional regulation curriculums used with...
What executive functioning is, how neurodiversity impacts executive functions, and practical strategies for kids with executive dysfunction.
Kids and young adults need extensive practice in strengthening their executive functioning skills. Executive functions are the processes in our brains that help us accomplish all tasks from beginning to end. We use them when we plan our day, organize our materials, begin a chore, focus on important
Information Fact Cards explaining different facts about Autism for Autism Acceptance and Autism Awareness. Autism Awareness is key to inclusion and acceptance. Delivered via PDF for Digital Download only Spectrum Support - Discover an array of resources tailored to support people with ADHD and Autism. Posters and therapy support tools for emotional regulation, executive functioning skills, navigating school and daily life, communication and social skills and general life skills including anxiety and mental health support. Our collection provides excellent tools, activities, worksheets and resources. Great for teacher support, parent guidance, therapy, classroom use, school counseling, life skills development, and self-help. INSTANT DOWNLOAD Once downloaded, you can print at your own home or take it to your preferred print shop or have it printed online. NOTES * Colors may vary depending on your screen * No materials nor frame are included for this COPYRIGHT All designs are copyrighted and property of Spectrum Support. You could face legal action if you reproduce or resell these designs/pages. By purchasing these you don't acquire any copyright or reproduction rights. Any form of duplication, distribution or reselling for commercial purposes is prohibited. This item is for single use only, unless multiple licences are purchased.
Brain Training for those with Executive Functioning Skills Deficits Executive functioning skills are comprised of a set of cognitive processing skills which are necessary to learn, work, live, and function on a daily basis. We have known about executive functioning skills for years because they have been and continue to studied by neuroscientists. Why then […]
In our local school districts, The Zones of Regulation by Leah Kuypers is one of the most popular emotional regulation curriculums used with...
Wendy is transforming the way families with special needs children approach what normal means to them and create a life free of external expectations.
This post has lots of simple tips to help you and/or your child recovery from autistic burnout, and how to prevent it from happening again.
For kids who struggle with executive functioning skills, there are parts of the day that require more intentional focus in order to successfully progressthrough the day. Identifying high-stress or high-processing times during the day can help parents, teachers, and therapists come up with a plan of action for executive functioning skills and kids’ daily activities. ... Read more
Executive functioning skills can be taught to all learners. Learn about how I use visuals specifically to teach executive functioning.
Discover insights on child behavior disorders with our quiz. Empower your kid with understanding. Journey confidently with Goally's help.
Integrate Critical Thinking Skills & Executive Functioning. Help kids develop problem-solving skills related to critical thinking and executive functioning.
These executive function games are powerful ways to work on working memory, attention, organization and other executive functioning skills.
I'm sure we've all heard this term before. If you are a teacher, especially a special educator, you know this term well. You might...
List of free Android and iOS apps for adults with Executive Functioning Skill deficits. Includes working memory, note-taking, visual planners/organizers, reminders, and time management.
I got this from Rogers neuropsychologist: (I'm not sure who the original author is to give proper credit) General best practice principles when writing executive function IEP goals • The purpose of the goals should be to teach the child to automatically use self -regulatory routines and scripts (or habits) that increase independent, flexible, goal-oriented problem-solving. • Executive function goals cannot be successfully met unless they are introduced with a lot of individualized structuring, cueing, and reinforcement. Simply showing a child with executive dysfunction how to fill out an agenda book will not enable that child to do so independently on a regular basis. Intensive practice with an adult, followed by the implementation of key cues, such as a written checklist and the slow fading of direct adult support as the child becomes more independent is required. • It is essential to establish the necessary external environmental pre-conditions that facilitate and promote the child’s developing and making automatic (if possible) self-regulatory routines and scripts. • Because executive dysfunction affects all aspects of school performance, IEP goals should link directly to all key academic content areas (reading, writing, math, science, etc.) as well as to communication and social-emotional performance. • Use the sample IEP goals below as starting points or models for specific IEP goals that address your child’s needs and situation. 1. Flexible Problem Solving: (1) Given training in and visual reminders of, self regulatory scripts (such as “big deal/little deal”, “choice/no choice”, (“plan A/{plan B” and “handling the unexpected”) child’s name will manage unexpected events and violations of routine without disrupting classroom activities. (2) With fading adult supports, child’s name will use a structured recipe or routine for generating new ideas, or brainstorming to respond successfully to open ended assignments. (3) When faced with changes and/or transitions in activities or environments, child’s name will initiate the new activity after only two (one, three) reminders (or within 2, 4, 5 minutes). (4) Given concrete training, visual supports and fading adult cuing, child’s name will appropriately label flexible and stuck behaviors in himself. (5) Given training and practice with the concept of compromise, and in the presence of visual supports, child’s name will accept and generate compromise solutions to conflicts when working cooperatively with others. 2. Goal Setting: (1) Child’s name will participate with teachers and therapists in setting instructional and therapy goals (e.g., "I want to be able to read this book; hit a baseball across the gym; write my name so mom can read it;” etc.) (2) Given explicit instruction, visual reminders, and fading adult support, child’s name will successfully distinguish target goals (doing well in school, making a friend, learning to read, graduating from school) from interfering goals (playing video games instead of doing homework). 3. Planning: (1) Given a routine (e.g., complete sheet of math problems, ask a friend to play a game), Child’s name will indicate what steps or items are needed and the order of the events. (2) Child’s name will learn a general self regulatory script (eg Goal-Plan-Do-Check) for carrying out any multiple step task (completing homework, writing an essay, doing a science project) and, given practice, visual cues and fading adult supports, will apply the script independently to new situations. (3) Given a selection of 3 activities for a therapy or instructional session, Child’s name will indicate their order, create a plan on paper (e.g., with photographs), and stick to the plan. (3) Given a task that he correctly identifies as difficult for him, Child’s name will create a plan for accomplishing the task. (4) Having failed to achieve a predicted grade on a test, Child’s name will create a plan for improving performance for the next test. 4. Organizing: (1) Given adult support and visual cues, Child’s name will create a system for organizing personal items in his cubby. (2) To tell an organized story, Child’s name will place photographs in order and then narrate the sequence of events. (3) Given visual cues and fading adult support, Child’s name will select and use a system to organize his assignments and other school work. (4) Given a complex task, Child’s name will organize the task on paper, including the materials needed, the steps to accomplish the task, and a time frame. (4) Using learned strategies and given fading adult support, Child’s name will prepare an organized outline before proceeding with writing projects. 5. Self-Monitoring, Self-Evaluating: (1) Given training in a self regulatory routine, such as Goal-Plan-Do-Check, and visual cues and fading adult supports, child’s name will accurately predict how effectively he will accomplish a task. For example, he will accurately predict whether or not he will be able to complete a task; predict how many (of something) he can finish; predict his grade on tests; predict how many problems he will be able to complete in a specific time period; etc. (2) Given a specific work checking routine, child’s name will identify errors in his work without teacher assistance. (3) Child’s name's rating of his performance on a 10-point scale will be within one point of the teacher's rating. 6. Self-Awareness/Self Advocacy: (1) Given a specific routine for monitoring task success, such as Goal-Plan-Do-Check, Child’s name will accurately identify tasks that are easy/difficult for him. (2) Given a difficult task, Child’s name will (verbally or nonverbally) indicate that it is difficult. (3) Child’s name will explain why some tasks are easy/difficult for him (4) Child’s name will request help when tasks are difficult. (5) Child’s name will offer help to others when he is more capable than the other child.
Play these family games for a fun way to help your kids build executive function skills to improve their focus, planning and impulse control.
Planning, organization, time management, and self-control. These are just a few of the extremely critical executive functioning skills that we use every day to accomplish tasks and be successful. We use them so regularly that we may forget their importance. But to kids and teens (and yes, even adult
Poor executive function has a tremendous negative impact on our lives. The problem is, when you have ADHD your executive functions are impaired. It kinda is what it is you know? Living this way is terribly frustrating. And exhausting. Here is the lazy girl's guide to crushing your executive functions.
Executive functioning skills are important for learners at all ages. Sometimes people hear the term and assume it's only for older kids, but I'm here to dispel that myth! Even our youngest of learners should learn and practice stills for paying attention, using self-control, getting organized, using
What executive functioning is, how neurodiversity impacts executive functions, and practical strategies for kids with executive dysfunction.
An academic coach and Speech-language Pathologist describes her top 3 Executive Function apps to help students be more effective.
Teens dealing with ADHD find it challenging to manage their thoughts, emotions, and behaviors, and can sometimes get in conflict with others. Thankfully, there are coping skills that can help many teens do well in school and achieve success. This ADHD Coping Skills for Teens handout discusses the executive functions that are impaired in ADHD and provides a list of tips to manage symptoms. It's a handy resource for teens, providing support in starting tasks, remaining focused, staying calm, remembering things, and taking positive steps in their lives. Teens with ADHD who practice these coping skills during stressful times can benefit by improving their attention, focus, and emotional balance. Teens can picture turning these ADHD coping skills into a game called "Focus Challenge." In this game, they set a timer and see how well they can concentrate on a task without getting distracted. After reading the handout, they can implement what they learned into their daily lives, whether at home or in school. *This item is an instant digital download. A link to download your files will be emailed to you once payment is confirmed. Want more resources like this? Check out our full catalog of ADHD worksheets and handouts. References: Smith, J. K., & Jones, L. M. (2019). Coping Skills in Adolescents with ADHD: A Longitudinal Study. Journal of Adolescent Psychology, 40(2), 78-92. Brown, A. R., et al. (2020). Enhancing Academic Success in Teens with ADHD: A Comparative Analysis of Coping Strategies. Journal of Educational Psychology, 25(1), 45-58. Anderson, M. S., et al. (2021). The Impact of Coping Skills on Emotional Well-being in Adolescents with ADHD. Journal of Child and Adolescent Counseling, 48(3), 112-125.
A master list of a wide variety of executive functioning activities to improve skills for your children or students. 50 fun activities!
Want to improve your child's executive functions? Here are 25 activities to help your child develop executive functioning for success in school and in life.
This resource on executive function tests includes descriptions of formal and informal executive function tests for kids and teens.
A therapist's guide to executive function and what all therapists (OT/PT/SLP) need to know about executive function skills.
Executive functioning is likely a term the average educator does not know; however, it affects many of our students. Learn what it is and how to help.
Most teenagers are messy, this much is true. But, for teenagers with ADHD or teenagers with Autism, sometimes there's more going on. Try one of these tips!
Executive functioning skills are the brain processes that help kids and teens plan, organize, manage time, and persevere through challenges. Read more about executive functioning skills here, or consider some of the resources below to get started right away. Resources for Older Learners: Int
Executive functioning skills are key for our students to find success in the classroom and throughout their lives. EF skills include working memory, time management, organization, task initiation, emotional control, planning/prioritizing, and sustained persistence (note: these categories vary depending on which EF resource you are reading). Executive functioning skills don't always fall into a curriculum, ...
Task initiation is a powerful skill. The ability to tell oneself that a project or job needs to be started is a big part of getting anything done. A bigger part of that is actually starting. How many of us have to-do lists that are a mile long? Knowing a job needs done is part ... Read more
Executive functioning skills are some of the most foundational elements for academic and social success. They are the skills that help us to plan, stay organized, pay attention to important information, use strategies to get us back on track when we veer off course, be flexible when things don't go
Task initiation is a powerful skill. The ability to tell oneself that a project or job needs to be started is a big part of getting anything done. A bigger part of that is actually starting. How many of us have to-do lists that are a mile long? Knowing a job needs done is part ... Read more
