Executive Function: When to Get Support

Working Memory

Working memory is the ability to keep information ready and connect that information with older memories, ideas or feelings. Some examples of problems with working memory include:

Forgetting Information

One of the ways working memory does its job is by “filing” information you’ve just heard/read into long-term memory. When information is lost immediately, it may be a sign of problems with working memory.

Some children may struggle with recalling what they have read due to learning disabilities, like dyslexia.

Difficulty Following Multi-Step Instructions

To follow multi-step instructions, your child must keep the steps in working memory. When a child has difficulty with working memory, they may forget the next step or where they left off.

Children with dyslexia may struggle to complete multi-step instructions if the instructions are written. Children with anxiety may be more focused on worries than completing tasks. They may also avoid certain tasks entirely.

Taking a Long Time to Process

Processing speed and working memory are closely related. When a child processes information at a slower rate than their peers, it may be a sign of working memory problems.

Children with learning disabilities may appear to process information more slowly (for example, a child with dyslexia may read slowly). Autistic children may need more time to process because they receive too much sensory information.

Cognitive Flexibility

Cognitive flexibility is the ability to change behavior in response to new information or things going on around you. Some ways that problems with cognitive flexibility show up include:

Difficulties with Synthesizing Information

Children with EF challenges can struggle to connect information. For example, some children may struggle with writing a report or paraphrasing a story. In others, difficulties connecting information can look like poor problem-solving skills.

Children with dyslexia or dysgraphia can also face problems with writing reports or stories. Children with dyscalculia may have difficulties with solving mathematical problems.

Difficulty Starting, Completing or Switching Tasks

Children with EF challenges may find it difficult to refocus after an interruption or re-prioritize tasks based on new information. Ultimately this can make it harder to start tasks or get projects over the finish line.

Autistic children can also struggle with completing and switching tasks due to intense focus or sensory avoidance.

Trouble with Perspective-Taking

To look at something from another person’s perspective, children have to take in information about context, what they know about the other person and emotional cues that the person shares. Children with EF challenges may struggle to integrate this information.

Autistic children can also struggle with perspective-taking due to social skills differences.

Poor Emotion Regulation (part 1)

Kids with EF concerns are more likely to become upset over small disappointments or struggle with constructive feedback. When this happens, they can lash out or melt down.

Children with sensory differences may appear to struggle with emotion regulation when they’re actually experiencing sensory distress. Anxious children may have big emotions or emotions that don’t match the situation.

Struggling to Manage Time or Estimate How Long Something Takes

Children with EF challenges may be late or struggle to estimate how long something takes.

Autistic children and gifted children can become intensely focused on activities and lose track of time.

Inhibition Control

Inhibition control is the ability to manage thoughts, feelings and behavior. Inhibition control can also relate to the ability to filter out information that is not helpful. Some of the ways problems with inhibition control can appear as:

Interrupting or Talking out of Turn

Children with EF challenges can struggle with talking out of turn or blurting out answers.

Autistic children can sometimes interrupt when intensely focused on a topic.