Executive Function

What do executive function deficits look like in the classroom?

Within the classroom, teachers may observe a student exhibiting a sign or a combination of signs of executive function deficits. These behaviors are often subtle or similar to other indicators. Therefore, it can be easy for teachers in a large, high-energy classroom to overlook or misread these signs. Students exhibiting signs of executive function issues are often looked at as lazy, unmotivated, off-task, distracting, and/or mischievous (Daley & Birchwood, 2010, p. 455).

This difficulty in identifying the subtle clues of executive function deficits often causes students struggling with this issue to go unnoticed and their issues unresolved. The repercussions of students not developing coping strategies for executive function deficits are most often severe. Students use their executive functioning skills in all aspects of learning.

If a student is exhibiting signs of struggling with executive function processing, their academic success will be diminished (Zelazo et al., 2016, p. 1). Executive function deficits can present in different ways in different subjects at school affecting core areas such as reading, writing, and mathematics.

Executive Functions in Reading. Research shows a connection between the executive function of working memory and reading comprehension. A study conducted by Locasio et al. (2010), found that “children with reading disorders perform poorly on executive function measures” (p. 450). Working memory “refers to a finite cognitive system for temporarily storing and processing information” (Scheff et al., 2018, p. 204). Working memory influences the following parts of reading comprehension: “maintaining lexical context for word meanings, storing and updating concepts over the course of sentences and larger units of text, and comparing text to a search value, when reading for specific information” (Scheff et al., 2018, p. 204). There is a correlation between students who perform higher in reading comprehension and having high levels of working memory and planning skills. Students with executive function deficits struggle with reading comprehension at a higher rate than peers without executive function deficits. The executive function deficits cause a lower rate of comprehension as well as diminished recall of absorbed material. Work that requires rich comprehension and/or accurate application of text-embedded information becomes increasingly prohibitive (Scheff et al., 2018, p. 204).

Executive Functions in Writing. Graham et al. (2007) state that executive functioning “involves analysis (e.g., sizing up the demands of the situation), decision making and planning (e.g., selecting or devising a plan of action), attentional control (focusing and maintaining attention as well as inhibiting interfering behaviors), coordination of cognitive resources, and flexible application (e.g., adjusting plans and goals to meet changing situations)” (p. 217). They go on to argue that all of these processes are involved in skilled writing. As students get older, and writing becomes more challenging, executive functions become more integral to writing success. Students who struggle with planning and organizing their thoughts will often have a hard time initiating, organizing, and completing writing tasks. Similar to creating a painting or a sculpture, a completed work of writing is art. Most skilled and successful artists have at least a vague image of what they want their completed work to resemble, as well as at least a rough mental plan of the steps it will take to reach the intended goal. Executive function severely inhibits or completely negates the ability to mentally conceptualize the final product and the path to completion. For those who do not struggle with executive function processing, it can be hard to imagine missing these pieces of the puzzle. With little effort, you can probably imagine a place with a tall brick wall one step past the starting line.

Executive Functions in Mathematics. Just as in reading, working memory plays a strong part in predicting academic success in mathematics. According to Cragg et al. (2017), “domain general executive function skills, in particular working memory, support domain specific mathematical processes, which in turn underpin overall mathematics achievement” (p. 21). “Students who struggle with executive function processes often become so overwhelmed that they cannot organize the important information necessary to solve math problems” (Steinberg & Roditi, 2018, p. 307). Mathematics is a unique field and discipline. There is no gray area whatsoever. This is why mathematics is so appealing to those who feel heavily the chaos of life. There is only one correct answer amongst infinite incorrect answers to any given mathematic problem, and in that, there is order. However, with that sense of absolute order, the need for absolute accuracy arrives as well. There may exist a multitude of processes by which an accurate answer to a problem is attained, but without the perfect completion of the process, the correct answer cannot be discovered. These processes are specific, step by step, and must be completed accurately in the correct order. This presents a problem to those with executive function deficits because they will have difficulty identifying the correct process and then completing the steps accurately in order.

Cognitive deficits in children that are linked with executive function include, “poor impulse control, difficulties monitoring or regulating performance, planning and organizational problems, poor reasoning ability, difficulties generating and/or implementing strategies, perseveration and mental inflexibility, poor utilization of feedback, and reduced working memory” (Anderson, 2002, p. 72).

To see more specific examples of executive function deficits in the classroom, go to Executive Function Classroom Strategies and click on each area of executive function.