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Executive Functions: Children Are Apt to Forget to Remember
ExecutiveFunctions CHILDREN ARE APT TO FORGET TO REMEMBER
By Kat Marsh, M.Ed.
Executive functions are a collection of mental processes that guide our everyday actions and help us plan for the future. Think of them as the characteristics and behaviors a person in charge of running a company would need to succeed.
Some executive functions help us pay attention and remember details, others help us organize our thoughts or the physical space we live in, still others help us figure out the best way to solve problems or plan what we should do next. Researchers are trying to sort out and define executive functions with names such as metacognition (thinking about thinking), working memory (visual or verbal information we hold onto while we’re making decisions), response inhibition (holding back unfruitful reactions), and task initiation (getting started on non-preferred tasks). Some figure we have eight or ten distinguishable executive functions. Others suggest there could be more than thirty.
Although all executive functions interact and some overlap, we can make sense out of most executive functions by categorizing similar ones together into four groups:
GROUP ONE IS WHAT I CALL THE STP GROUP: SPACE, TIME, AND
PLANNING. This group has to do with keeping physical space organized, having a sense of the sweep of time, and planning that has to do with time management. Caution: organized space can look messy to another person. The key factor is whether the organizer can work effectively in the space. For children, these spaces are typically their homework space, backpack, and locker. If your child’s spaces look messy, but they know where everything is and can find things they need, then they have some kind of organization scheme that makes sense to them. Sensing the sweep of time means being accurate when estimating how much time a task will take, and as you work, gauging whether you need to speed up to finish. continued next page >>>
GROUP TWO IS THE GET UP
AND GO GROUP. This group has to do with getting started on your work, keeping your attention focused on the work, and sticking with a goal that you work at little by little, like saving up money over several weeks to buy a toy or game.
GROUP THREE IS THE HOLD ON!
GROUP. This group has to do with holding back knee-jerk responses and being aware of when your emotions are getting out of control so you can pause and calm down.
GROUP FOUR IS THE PROBLEM-SOLVING GROUP.
This group manages your working memory, your ability to think flexibly, and your ability to step back and look at your overall progress.
Executive functions can be assessed using both formal and informal methods. Formal assessments were designed for clinical use with adults and test language, memory, and motor skills. Informal assessments were designed to uncover information about naturally occurring behavior in an everyday environment. With formal methods some tests to measure one executive function can mask other executive functions. For example, test items are often presented in brief groupings that may mask sustained attentional issues. INFORMAL ASSESSMENTS
CAN BE USED TO SUPPLEMENT FORMAL ASSESSMENTS, AND ARE OFTEN PREFERRED BECAUSE THEY MAY REVEAL MORE ABOUT HOW YOUR CHILD FUNCTIONS
IN EVERYDAY LIFE. Two components of the assessment process are important to consider: standardized behavior rating scales and classroom observations. Parents, teachers, and sometimes the child, can be interviewed, or can fill out a structured interview form for behavior rating scales which provide a statisticallynormed comparison to highlight areas of concern. They gauge how well your child’s environment and behaviors may be contributing to struggles with executive functions and can be a starting point for developing interventions. CLASSROOM
OBSERVATIONS, CONDUCTED BY A TRAINED OBSERVER, CAN PROVIDE MORE OBJECTIVE VIEWS OF YOUR CHILD IN THE CONTEXT OF THE DEMANDING ENVIRONMENT
OF THE CLASSROOM. Observations can be reviewed to select interventions that will be most effective for your child in different types of classroom situations. For example, your child may need more guidance during less structured times like gym or lunch.
Executive function assessments will generally provide information on attention, working memory, organization, concept formation, and flexible thinking. A CHILD’S ABIL
ITY TO PAY ATTENTION IMPACTS ALL AREAS OF LEARNING—NOT ONLY ACADEMIC, BUT PHYSICAL AND SOCIAL AREAS AS WELL.
Some childhood daydreaming is to be expected, but moderate inattention may impact your child’s success when teachers are giving instructions or when chatting or playing with peers. A CHILD’S ABILITY TO
HOLD BACK FROM AUTOMATIC RESPONSES, OR PAUSE BRIEFLY
TO THINK BEFORE ACTING IS
TIED TO SELF-CONTROL. Although self-control takes time to develop, it is important when children must assess a new situation and consider the correct or most effective way to respond.
WORKING MEMORY MAKES IT POSSIBLE TO HOLD ONTO INFORMATION TEMPORARILY IN ORDER
TO PUT IT TO USE. If a teacher gives a three-step instruction, your child may lose track of where she is in the sequence, resulting in frustration or anxiety. Planning, sequencing, and organizing information are essential for learning new information, for problem-solving, for completing tasks efficiently, and for participating in complex discussions.
Concept formation is the ability to categorize items based on what they have in common, select items that are different and explain why, and figure out patterns or relationships between items. If your child cannot readily see relationships between items, he will struggle to link new ideas with what he already knows. Concept formation is also the basis for more abstract thinking. FLEX
IBLE THINKING MEANS YOUR CHILD CAN SHIFT FROM ONE TASK TO ANOTHER OR BE OPEN TO A CHANGE IN PERSPECTIVE WHEN
LEARNING NEW INFORMATION. If your child can think flexibly, she can see new ways of doing things, or be willing to think of or try out a new solution to a problem. Speaking of solving problems, in part two we will look at how to support your child’s executive functions.
continued on page 24 >>>
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DOWN THEY FORGOT AS UP THEY GREW
By Kat Marsh, M.Ed.
As your child grows and develops, his executive functions will develop along with him. Executive functions continue to develop into early adulthood, so it’s never too late to raise your expectations of what your child may be able to do in this area.
YOUNG CHILDREN AGES 3-4 SHOULD BE ABLE TO FOLLOW A SIMPLE DIRECTION SUCH AS, “GET YOUR COAT,” OR, “PUT THESE
TOYS IN THE TOYBOX.” They should be able to hold back from touching a hot stove or hitting another child. Over the next few years and into first grade, your child will expand on those skills by carrying out simple two-step or three-step instructions, and recalling safety rules. With some reminders, your 5-7-year-old can carry out more generalized chores such as, “make your bed,” or, “unpack your backpack,” because they will be able to sequence the specific details on their own. Children this age will begin to sense the sweep of time, understanding that if they get out of bed late, they will need to speed up their morning routine to get to school on time. With some reminders, they will be aware of papers that need to be brought home and some that need to be brought back to school.
By the time your child is well into elementary school, between 8 and 11 years old, she should be able to work more independently with chores, keep track of belongings, and recognize when best behavior is required. Children at this age will also experience and learn to manage days with different schedules, unexpected changes in schedules, and assignments that require some planning such as selecting a choice book to read or creating a poster with printed pictures, drawings, and words. At this age your child’s ability to get started on homework, stick with it until it’s done, or ask for help when needed are signs that executive functions are in the process of developing. PRE
ADOLESCENT CHILDREN MAY TRY OUT DIFFERENT SYSTEMS FOR ORGANIZING SCHOOLWORK, AND RECOGNIZE THE NEED FOR PLANNING AFTER SCHOOL TIME, BUT THEY MAY NEED REINFORCEMENT OR SOME TRIAL-AND-ERROR TO FULLY
EMBRACE THESE SKILLS. Preadolescents are also developing their sense of how to manage themselves when they are away from adults, such as when babysitting or when their teacher is temporarily out of the classroom. By the time your child enters high school, he should be ready to take on more complex tasks such as managing a varying workload of homework, projects, upcoming tests, and after school activities. He should recognize social situations where recklessness or taking risks is too dangerous, and he should start thinking about longer term goals such as developing plans for after high school. Executive functions will continue to develop and be refined as your child moves beyond high school, but be on the lookout for a progression of skills, and prepare for setbacks along the way.
TO SUPPORT YOUR CHILD’S DEVELOPMENT OF EXECUTIVE FUNCTIONS, CONSIDER PLANNING EARLY FOR A GRADUAL HANDOFF OF RESPONSIBILITY, AND ALLOW FOR BOUTS OF TRIAL-AND
ERROR. One of the most helpful supports for a child is the time you take to reflect briefly on what’s working and what’s not working for your child and your family. Caution: aim for a truly reflective discussion, rather than jumping right to a lecture about how you think your child should manage things. It’s important for a child to have the benefit of their own experiences along with tales of your struggles and successes. It can take three times as long for a three-year-old to put on and zip his own jacket, rather than having you do it for him, but the experience is worth the time.
Consider how to further your relationship with your child around executive functions.
CHILDREN WHO ARE WORKING ON OR STRUGGLING WITH EXECUTIVE FUNCTIONS BENEFIT FROM KNOWING THAT YOU RECOGNIZE THEIR STRUGGLE AND THEIR EFFORTS.
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Acknowledge the current situation and try to keep discussions focused on the future.
Tell them about how you struggled to organize your backpack or desk. Then, instead of telling them what you think they should do, ask them about some possible things they think they could do. Once they start thinking about solutions, you can offer some suggestions of your own.
ANOTHER IMPORTANT CONSIDERATION IS THE LANGUAGE YOU USE WHEN TALKING TO YOUR CHILD ABOUT EXECUTIVE FUNCTION
STRUGGLES. If you are frustrated or worried about whether they have completed their homework, you might ask, “Did you do your homework?” Even if you say this in the most comforting and solicitous tone, it may sound like an accusation to your child, resulting their anxiety or frustration. INSTEAD ASK, “DID THE HOMEWORK GET DONE?” Now, you have removed the possibility of direct accusation and raised a joint concern along with your child about the homework. Oh, the poor homework, did it get done?
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LANGUAGE CAN HELP CUE YOUR CHILD TO DEVELOP HER EXECUTIVE FUNCTIONS. INSTEAD OF TELLING YOUR CHILD WHAT TO DO, ASK HER WHAT OR WHEN SHE PLANS TO
DO SOMETHING. “Clean out your backpack now,” becomes, “When would be a good time to clean out your backpack?” If you cue them to know what to do by themselves, it becomes easier to follow up without a confrontation because, “you didn’t do what I told you to do,” is going to lead to an argument, but, “you didn’t do what you said you were going to do,” will lead your child to follow through on her own promises. If reinforcement is needed, you can always ask, “How can I help you with your task?” You avoid a direct confrontation, and emphasize that they are capable, and you are supportive. You may have to guide them through the initial step to get them started. Afterwards, you can revisit and talk about what they think worked and didn’t work and what they might do differently next time. As they grow, they will benefit from these initial experiences developing executive functions that will serve them well in the future. ²
Kat Marsh teaches study skills at Commonwealth Learning Center in Danvers.
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