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Executive Functioning Skills Development

This document discusses executive functioning skills and provides classroom strategies to support students. It defines executive functioning as skills such as planning, organization, time management, working memory, and metacognition. The document then provides examples of how executive functioning is present at different ages from pre-school to post-primary school. Finally, it outlines specific strategies teachers can use to help students develop goals, scaffold learning, plan tasks, organize work, and self-regulate behaviors.

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Dr Devyna Lembard
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© © All Rights Reserved
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80 views

Executive Functioning Skills Development

This document discusses executive functioning skills and provides classroom strategies to support students. It defines executive functioning as skills such as planning, organization, time management, working memory, and metacognition. The document then provides examples of how executive functioning is present at different ages from pre-school to post-primary school. Finally, it outlines specific strategies teachers can use to help students develop goals, scaffold learning, plan tasks, organize work, and self-regulate behaviors.

Uploaded by

Dr Devyna Lembard
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 4

This NEPS Handout has been developed by educational

psychologists and is based on current knowledge in this area.


It is intended as a guide only. Not all the advice here may apply
to any one student or situation. Teachers and parents may wish
to identify the strategies that will work best for them.

Executive Functioning Skills


Classroom Strategies – Primary and Post-Primary

What does executive functioning (EF) mean?


Planning
Organisation
Time management
Working memory
Metacognition

How executive functioning is present at different ages

Pre-school examples. The child’s ability to:


 Run an errand (Go up to your room and fetch your shoes, your jumper
and your bag)
 Clear dishes

Primary school examples. The child’s ability to:


 Tidy their room
 Complete homework
 Write a story
 Save money for a present

Post-Primary School examples. The student’s ability to:


 Navigate around the school
 Complete assignments on time
 Revise for and sit exams
 Completing projects and assignments on time
 Plan after school activities
 Respond to feedback after work has been corrected

NEPS, Report Writing Group, 2015, H- Executive Functioning- Classroom Strategies


Page 1 of 4
Example: Writing task

Executive functioning level Signs of Difficulty

Starting (activating) S/he does not know how to begin a writing


project
Organising S/he has poor concept of how to outline an
essay

Prioritising S/he writes too much about things that are


of minor importance to the story
Sequencing S/he presents facts in a disorganised order/
manner

Strategies to develop executive functioning

Goal setting
Encourage the pupil to think about the following:
 What do you need to do to achieve the aim of the task?
 How are you going to do this?
 When will you start the task?
 How long will it take?
 How will you break the task into smaller steps?
 How will you cope with obstacles that may occur?
 Don’t Give Up- Keeping going even when things are hard is really
important!

Scaffolding (providing a temporary frame to support pupils in their learning)


 Writing frames (a template is provided to pupil with headings to assist
writing)
 Assignment templates (a template is provided to pupil with headings
specific to a task)
 Verbal scaffolding (teacher/parent provides headings for a task orally)
 Diary reminders (reminders of what to do are written in a pupil’s diary)

Planning
 Visual timetables (timetable of what to do is provided in a picture
format)
 Subtask practice (the pupil practices a small/basic part of a task before
completing a larger and more complex task)
 Meetings/ ‘To Do’ notes written into a diary
 Templates for completing regular tasks/assignments (a template is
provided to the pupil with headings to assist in tasks)

NEPS, Report Writing Group, 2015, H- Executive Functioning- Classroom Strategies


Page 2 of 4
Organisation
 The space (where the pupil is working. Is it quiet, warm etc?)
 The person (the pupil has all the necessary equipment for work and is
aware that they are required to sit for a set length of time)
 The activity (knowing what the aim of the work is and having a writing
frame for completing work)

Metacognition (thinking about what is involved in learning)


 Seeing the solution (what does the pupil want to achieve)
 Problem solving (asking questions and using prior knowledge to solve
a problem)
 Dealing with choice making

Initiation (Starting a task)


 What is the plan of the task
 What is the estimated time frame (how long will the task take)
 Decide on what cue to signal the start (accepting a signal to start work)
 Reward for starting on time

Working memory (providing a reminder to help complete task)


 Verbal reminders (saying a word/phrase to act as a reminder)
 Alarm on pupil’s watch
 Note book/computer ‘To Do’ lists
 Place cues prominently (written clues are put about room to act as a
reminder)
 Check they are using the cue (ask the pupil, ‘Did you remember?. ..
What happened..?’

Sustained attention (keeping concentration)


 Clear start and stop signs provided to/by pupil (example: use of a
timer)
 Reminder boosters during the task
 Supervision and positive prompts (Well done, you are working very
well)
 Decide the best time of day to study
 Reward at the end of task

Self regulation (The management of one’s own behaviour without prompts)


 Anticipate that problems may occur and know steps of how to deal with
them
 Teach relaxation strategies (such as deep breathing)
 Break tasks into smaller chunks
 Positive self statements (I am good at maths, I can do this)

NEPS, Report Writing Group, 2015, H- Executive Functioning- Classroom Strategies


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General principles for all strategies

1. Teach the skills specifically


2. Remind the pupil with a list or schedule
3. Encourage personal mastery
 establish routines
 break down tasks
 build in choices
 negotiate
 ask pupil to rate their skills -What would a better score look like?
4. Provide support until pupil has gained mastery. Fade support out rather
than stop abruptly
5. Move from external to internal locus of control

Internal locus of control: children take responsibility for their own actions
and achievements. They become internally motivated. External locus of
control: children receive motivation through praise or rejection. They are
therefore dependant on others to help keep their motivation going.

NEPS, Report Writing Group, 2015, H- Executive Functioning- Classroom Strategies


Page 4 of 4

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