ExecutiveFunctions

ExecutiveFunctions

Definition:Theprocessesresponsibleforselfdirection,coordinating,andmanagingallotherprocessingabilities.
Executiveprocessingincludes,goalsetting,planning,problemsolving,selfmonitoring,flexiblyshiftingfromone
activitytoanother,adjustingaplanwhencurrenteffortsarenoteffective,activelymonitoringandmanagingemotions
inresponsetosomestimulus.Theabilitytoknowwhen,what,andhowtouseastrategyaswellasmonitorthe
effectivenessofastrategyisallpartofexecutiveprocessing.Alsoincludedinexecutiveprocessingistheabilityto
delayaresponseorinitiatearesponse,sustainattentionandpersistuntilataskiscompleted.Executivefunctions
managethebrainscognitivefunctions;theyprovidethemechanismforselfregulation.Referstobraincircuitsthat
prioritize,integrate,andregulateothercognitivefunctionssuchasholdinginformationinworkingmemory.
Individualswithworkingmemorydeficitsmayalsohavedifficultysensingthepassageoftimeaswellashaveadifficult
timeorganizingthemselvesacrosstime.Useofselftalktoguidebehavior,selfmonitor,reflectandlearnfrom
mistakes,inhibitresponseandpersist,andmanageemotionsmayalsobeproblematic.

Remediable:No;however,withcues,selfmonitoringtraining,accommodations,andcoachingindividualscan
minimizetheadverseimpactonperformance.

Relatedareasofprocessing:attention,workingmemory,shorttermmemory

Impacts:Normativeweaknessesinexecutivefunctionsimpactanindividualsabilitytoprioritize,organize,initiate,
pace,plan,sequence,andcarryoutanactiontocompletionsuchasrequiredinmathematicsproblemsolving,
comprehensionmonitoring,writinganessay,storyorreport.Alsoaffectedisonesabilitytorecognizeifaplanisoris
notworkingandadjustaccordingly.Theremaybeadditionaldifficultyinrememberingwhattodointhemomentoas
wellasimagineasolutionwithoutfirstexperiencingoractingitout.Thereisdifficultyinunderstandingand
producingsolutionsorflexibleresponsesinatimelywayinrealworldlearningsettings.Theeffectmaybetotryone
thingandquitifitdoesntwork.

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READINGAchievement

Difficultyrememberingearliercontentinareadingpassage.

Difficultytakingapassageapartfindingkeymessage,supportingarguments,conclusion.

Difficultytakingastoryapartanalyzingcharacters,rememberingsequenceofaction.

Sustainingattentionandcomprehensionoverlongsectionsoftext.Suppressingirrelevantassociationsorwanderingoffon
tangentsinthinkingduringreading.

MATHAchievement

Difficultyrememberinghowtoperformmathprocesses(e.g.,twodigitmultiplication,balancingcheckbook).

Difficultysolvingstoryproblemswhatdoestheproblemask,whatdoesoneneedtoknow,whatdoesonealready
know?

Difficultydealingwithfrustrationwhenconfusedorwrong.

Monitoringeffectivenessofproblemsolving,switchingcourse,flexiblygeneratinganewplan.

WRITINGAchievement

Difficultyrememberingrulesforspelling,grammarandpunctuation.

Difficultygettingstartedonawritingassignment.

Difficultymanagingtrainofthoughtorcoherentargumentthroughoutapieceofwriting.

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ExecutiveFunctions

ExecutiveFunctions

AdditionalIndicatorsacrossotherenvironmentsandcontexts

Athome,withpeers,inthecommunity

Observedbehaviorsduringassessment

Otherindicatorsinperformanceorvocationalreadiness

ResearchbasedImplicationsforInstruction,Curriculum,Environment(ICE):

Instruction:

Explicitlyteachorganizationandsupportstudentsfindingandinternalizingtheirownmethodstosupport
independentfunctioning.Doscenariotestingtoprovokethinkingofprosandconsoforganizingbyaparticular
strategy.Reflectontheeffectivenessandsupportstudentsexplicitlinkingofapplicationoforganizationtodesired
outcomes.
Whenteachingstudentstousestrategiesbesuretoincludeteachingthecomponentsofthestrategies,butalsowhento
usethem,whytheyarehelpful,andwhyaparticularstrategymaybemorehelpfulinasetofcircumstancesover
another.

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ExecutiveFunctions

Usepairedlearning(teacherexplainsaproblem,studentsmakeuptheirownexamples,exchangeproblemsanddiscuss
answers).
Organizinginstructionaroundessentialunderstandingswithvisualrepresentationsprovidesmultiplepointsand
opportunitiesforseeinghowthepiecesrelatetoeachotherandincreasesthelikelihoodofeasyrecallandreduces
demandsonworkingmemory.
Usereciprocalteaching,pairedlearning,peertutoringwithcriticalfeaturesimplementedwithfidelity.Thesemethods
canincreaseexplicitmodelingofhowtothink,organize,cue,andselfmanageaswellasteachcontent.
Teachstudentstoselfmonitorandselfreward,

Explicitlyteachstudentstosubvocalizeandscaffolduseofinternaldialogtoimprovecomprehensionandselfregulation.
ExplicitlyteachandrequirenotetakingstrategiessuchasCornelmethod,splitpagenotes,etc.Methodsthathavea
componentofreflectionandelaborationtoactivatepriorknowledgeandprovokefurtherconnectionswithnewcontent.

Curriculum:

LookforUniversallydesignedcurriculumthathasbuiltinvisualcuesanduseoforganizerstohelporganizecontent..
Additionallyusefeaturesofmaterialsthatsupportcomprehensionmonitoring,strategicapproach,explicitstepsin
problemsolving,andorselfmonitoring.
Teachstrategyuseacrossthegradessystematicallybuildingcomplexityinstudentknowledgeaswellasrangeof
applications.Applicationsacrosscontentareasandprojectswillincreasethelikelihoodthatstudentswillinternalize,
adjust,andusethemflexiblywithsuccess.
Teachhowtotakenotesandusestickynotestohelpdeveloptheskillsofcomprehensionmonitoringandoffloading
demandsonworkingmemory.
Usecurriculummaps,orchartstohelpbreakpigpictureorbigtasksintomoremanageablechunks.

Environment:

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ExecutiveFunctions

Displaytools(e.g.,spelling,grammar,punctuation,mathfactsandmaps)onwalls.Informationwhichisuseddoesnot
needtobecomprehendedshouldnotuseworkingmemory.
Useofassistivetechnologiestoshowthepassageoftimeandexplicitlyteachstudentstofeelandestimatepassageof
time.
Useofnotesandselfcuingstrategiesexplicitlyteachstudenttothinkabouthowtheywillcuethemselvesto
remembertoactatthemomenttheyneedit.(e.g.leavevoicemessages,wallorvisualcalendars,externalizeand
prioritizedtodolists.Usevisualsorcuecardsontheirdeskorfoldersthatprovokelearnerstothinkstrategically
andexertcontrolovertheirlearning,WhatdoIneedtodo?HowwillIdoit?Whatcouldgetinmywayandwhat
strengthsdoIhavethatcouldassistme?
Organizeenvironmenttocuestudents(e.g.strategicuseofwordwalls,visuals,etc.)
Recognizeandrewardeffectiveeffort.

RecommendationforDifferentiationintheGeneralClassroomforExecutiveFunctions:(includes
changesinmethods,UniversalDesignforLearning,process,accommodations,assistivetechnology,etc.)

Content
Usevisual,verbal,and
physicalcuestoremind
studentstousewhatthey
know.

Smallgroupinstruction

Breakingtasksandassignments
intochunks

Teachstudentshowtotake
notes.

Teachproblemsolvingto
automaticityandprovidecues

Teachstudentshowtoplan
andorganize;closelymonitor

Identifystrengthsandweaknesses

Useofnotetakingaidssuchasa
recordingpenand/oroutlineof
notesforstudenttoaddown
comments.

Process

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Product

Breakprojectsintomanageable
segmentswithmultiplepointsfor
evaluationandfeedback

Minimizeamountofinformation
studentsmustholdinworking
memory

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ExecutiveFunctions

Usevisual,verbal,and
physicalcuestoremind
studentstousewhatthey
know.

Smallgroupinstruction

Breakingtasksandassignments
intochunks

Teachstudentshowtotake
notes.

Teachproblemsolvingto
automaticityandprovidecues

Teachstudentshowtoplan
andorganize;closelymonitor

Identifystrengthsandweaknesses

Useofnotetakingaidssuchasa
recordingpenand/oroutlineof
notesforstudenttoaddown
comments.

Useofoutlining/mindmapping
softwaretoassistinorganizing
writingprojects.

Useofplanner,physicalor
electronic.

Breakprojectsintomanageable
segmentswithmultiplepointsfor
evaluationandfeedback

Minimizeamountofinformation
studentsmustholdinworking
memory

ImplicationsforAchievingProficiencyonStateStandards

Useofvoicemail,textmessaging
SamplesofEnglishLanguageArtscontentstandards,ifunsupported,mayexceedastudent'sattentioncapacitiesor
asreminders(iping.com)
compensatorystrategieswhichinturnwilldecreasethelikelihoodofreachingproficiency.
Useofhighlighterstoorganize
Grade4Speaking,Viewing,Listening,andMediaLiteracyStandardsComprehensionandCollaboration:...apply
priorityinformationwithcolor
strategies(e.g.problemsolving,decisionmaking)toresolveadisagreement.Bygrade6standardincreasesinrigorto
coding.
includeresolvingdisagreements(e.g.,establishingrulesusinglisteningskills,keepingemotionsincheckwhilemaking

decisions,problemsolving,negotiating,mediating).
Grade5LanguageStandards:Useknowledgeoflanguageanditsconventionswhenwriting,speaking,reading,or


listeningtoexpand,combine,andreducesentences.
Grade5WritingProcess:ProductionandDistributionofWritingStandard:Drawevidencefromliteraryor
informationaltextstosupportanalysis,reflection,andresearch.
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ExecutiveFunctions

o Applygrade6readingstandardstoliterature(e.g.compareandcontrasttextsindifferentforms,genresinterms
oftheirapproachestosimilarthemesandtopics).
o Applystandardstononfiction(e.g.traceandevaluatetheargumentsandspecificclaimsinatext,distinguishing
claimsthataresupportedbyreasonsandevidencefromclaimsthatarenot).
Grade8ReadingInformationalTextIntegrationofKnowledge:Analyzeacaseinwhichtwoormoretextsprovide
conflictinginformationonthesametopicandidentifywherethetextsdisagreeonmattersoffactorinterpretation.
Grade68StandardsforReadingScienceandTechnicalContent:Analyzethestructuretheauthorusestoorganizea
text,includinghowthemajorsectionscontributetothewholeandtoanunderstandingofthetopic.

ResourcesandResearchImplicatingExecutiveFunctionsImpactonAchievement

Altemeier, L. E., Abbott, R. D., & Berninger, V. W. (2008). Executive functions for reading and writing in typical literacy
development and dyslexia. Journal of Clinical & Experimental Neuropsychology, 30(5), 588-606.
Altemeier, L., Jones, J., Abbott, R. D., & Berninger, V. W. (2006). Executive Functions in Becoming Writing Readers and Reading
Writers: Note Taking and Report Writing in Third and Fifth Graders. Developmental Neuropsychology, 29(1), 161-173.
Assorted articles, conference notes, and presentation materials from Russell A Barkley some of which can be found at
http://www.russellbarkley.org/barkley-powerpoint-presentations-to-order.htm
Banich, M. (2009). Executive Function: The search for an integrated account. Current Directions in Psychological Science 18 (2),
89-94.
Best, J., Miller, P., & Naglieri, J. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a
large, representative national sample. Learning & Individual Differences, 21 (4), 327-336.
Blair, C.. (2006). Toward a revised theory of general intelligence: Further examination of fluid cognitive abilities as unique aspects of
human cognition. Behavioral and Brain Sciences, 29(2), 145-153.

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Briesch, A., & Chafouleas, S. (2009). Review and analysis of literature on self-management interventions to promote appropriate
classroom behaviors (1988-2008). School Psychology Quarterly, 24 (2), 106-118.
Brocki, K. C., & Bohlin, G. (2004). Executive functions in children aged 6 to 13: A dimensional and developmental study.
Developmental Neuropsychology, 26(2), 571-593.
Brookshire, B., Levin, H. S., Song, J. X., & Zhang, L. (2004). Components of executive of function in typically developing and headinjured children. Developmental Neuropsychology, 25(1/2), 61-83.
Cognitive Functioning: Identifying, understanding, and addressing the impact of cognitive deficits in the classroom (PowerPoint) by
Jennifer Mascolo, PsyD St. Johns University
Cowan, N. (2006). Within fluid cognition: Fluid processing and fluid storage? Behavioral and Brain Sciences, 29(2), 129-130.
Cutting, L. E., Materek, A., Cole, C. S., Levine, T. M., & Mahone, E. (2009). Effects of fluency, oral language, and executive function
on reading comprehension performance. Annals Of Dyslexia, 59(1), 34-54.
Garlick, D., & Sejnowski, T.. (2006). There is more to fluid intelligence than working memory capacity and executive function.
Behavioral and Brain Sciences, 29(2), 134-135.
Hale, J. B., Reddy, L. A., Decker, S. L., Thompson, R., Henzel, J., Teodori, A., & Denckla, M. (2009). Development and validation of
an attention-deficit/hyperactivity disorder (ADHD) executive function and behavior rating screening battery. Journal Of Clinical &
Experimental Neuropsychology, 31(8), 897-912.
Houghton, S., Douglas, G., West, J., Whiting, K., Wall, M., Langsford, S., Powell, L., & Carroll, A. (1999). Differential patterns of
executive function in children with attention-deficit hyperactivity disorder according to gender and subtype. Journal of Child
Neurology, 14 (12), 801-805.

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Kleinhaus, N., Akshoomoff, N., & Delis, D. (2005). Executive functions in autism and aspergers disorder: Flexibility, fluency, and
inhibition. Developmental Neuropsychology, 27 (3), 379-401.
Lambek, R., Tannock, R., Dalsgaard, S., Trillingsgaard, A., Damm, D., & Thomsen, P.H. (2010). Executive Dysfunction in SchoolAge Children With ADHD. Journal of Attention Disorders, 15 (8), 646-655.
Lawrence, V., Houghton, S., Douglas, G., Durkin, K., Whiting, K., & Tannock, R. (2004). Executive function and ADHD: A
comparison of children's performance during neuropsychological testing and real-world activities. Journal of Attention Disorders, 7
(3), 137-149.
Locascio, g., Mahone, E. M., Eason S., Cutting. L. (2010). Executive dysfunction among children with reading comprehension
deficits. Journal of Learning Disabilities, 43 (5), 441-454.
Marlowe, W. B. (2000). An intervention for children with disorders of executive functions. Developmental Neuropsychology, 18(3),
445-454.
Mattison, R., & Dickerson-Mayes, S. (2012). Relationships between learning disability, executive function, and psychopathology in
children with ADHD. Journal of Attention Disorders, 16 (2), 138-146.
Meltzer, L. (2007). Executive Function in Education from Theory to Practice. New York: Guilford Press.
Presentation materials, research documents, conference proceedings and webinar information provided by Flanagen, Ortiz, Alfonso,
Mascolo, and McGrew (2008-11).
Nyden, A., Gillberg, C., Hjelmquist, E., & Heiman, M. (1999). Executive function attention deficits in boys with asperger syndrome,
attention disorder and reading/writing disorder. Autism, 3 (3), 213-228.
Reiter, A., Tucha, O., & Lange, K. (2005). Executive functions in children with dyslexia. Dyslexia, 11, 116-131.
Sesma, H., Mahone, E., Levine, T., Eason, S. H., & Cutting, L. E. (2009). The contribution of executive skills to reading
comprehension. Child Neuropsychology, 15(3), 232-246.

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Singer, B., & Bashir, A. (1999). What are executive functions and self-regulation and what do they have to do with language-learning
disorders? Language, Speech & Hearing Services in Schools, 30(3), 265.
Wendling, B. J., Mather, N. (2009) EssentialsofEvidenceBasedAcademicInterventions,NewJersey,Wiley.

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