Executive FunctionsActivate those frontal lobes!

DefinitionThe executive functions are a set of processes

that all have to do with managing oneself and one's resources in order to achieve a goal. It is an umbrella term for the neurologically-based skills involving mental control and self-regulation.

BasicsThe executive functions all serve a "command and

control" function; they can be viewed as the "conductor" of all cognitive skills.

Executive functions help you manage life tasks of all types. For example, executive functions let you organize a trip, a research project, or a paper for school.

Often, when we think of problems with executive functioning, we think of disorganization. However, organization is only one of these important skills.

Developmental Model of Executive Functions

Hierarchy

Moves to more abstract as you move up the hierarchy

I. Self Control: Self Activation

Awaken

Attend

II. Self Control: Self Regulation

Perceive

Focus/select

Initiate

Gauge

Modulate effort

Inhibit/stop

Sustain

Interrupt/shift

Hold

Manipulate

Foresee/plan short term

Organize

Generate/Associate

Balance

Store

Retrieve

Pace

Time

Monitor/check

Execute (Behavior Syntax)

Correct

III. Self Control: Self Realization

Self Awareness Self Analysis

Self Determination Goal Generation Long-term

Foresightplanning

IV. Self Generation

Mind-body Integration

Sense of Spirit

V. Trans-self IntegrationSense of source,

Cosmic Consciousness

Executive Function Variability

Executive control also varies depending on

the Arena of Involvement

The Four Arenas of Involvement are

– Intrapersonal (Control in relation to the self)

– Interpersonal (Control in relation to others)

– Environment (Control in relation to the natural

and man-made environment)

– Symbol System (Control in relation to human

made symbol and communication systems)

Executive Function in the Classroom

Strategy instruction should be directly linked to the curriculum.

The strategies should be taught explicitly, including teacher modeling and extensive practice.

Strategies should be taught in a structured, systematic way.

Strategy instruction should address students’ motivation and effort.

GoalsBreak down

Prioritize

Preplanning

Task analysis

Early LearningConcrete

Directive

Sequential

Modeling

Later LearningDelays

Still may need prompts and directives

Don’t assume they know how to engage

FeedbackAllows student to evaluate what they have done

Learn from mistakes

Learn how to compensate

How EF effect readingdrawing on prior knowledge as students shift from

“retrieving and interpreting background knowledge to attending to and interpreting print and new content,”

flexibility as students interpret words, draw inferences, and process redundant information, and

prioritizing as students decide which parts of the text is useful for their purpose. Writing requires students to plan, engage in flexible thinking (paraphrasing the topic), organize, and prioritize.

EF and Test-takingStudents with EF problems may also be poor

test-takers.

First, they are unable to prioritize which information to study when preparing for the test.

As they take the test, they are unable to prioritize tasks, plan responses, or monitor their time.