Accommodating Executive Functioning

My last two posts covered executive functioning and its impact on school students. If you haven't had a chance to read them, let me highlight them. 

Executive functioning skills are a set of skills

Executive Functioning can be divided into three main sections.

The first is emotional regulation or inhibitory control, the next is cognitive flexibility, and the last is working memory. These three areas are responsible for organization, planning, prioritizing, completing tasks, self-control and self-monitoring, and problem-solving.

While it is not uncommon for executive functioning skills to be fully developed until 25-30 years old, a deficit in these skills can and often does impact students in class. Whether it is reading, writing, or math, students must be able to manipulate information in their working memory, utilize cognitive flexibility to learn new information and regulate their emotions when faced with solving problems or learning difficulties. 

Students identified with ADHD, Autism, Emotional disorders, or learning disorders may struggle more with executive functioning skills than their peers. To address these needs, these students may have a 504 or an IEP. Both 504s and IEPs can include accommodations to help students access the curriculum.

Accommodations are useful tools that assist students with disabilities and other needs

When considering students' needs, it is important to consider not only the nature of the disability but also the impact executive functioning may have.  I can remember sitting in 504 and IEP meetings over the years, reviewing and suggesting accommodations such as chunking information or frequent breaks. After diving deeper into executive functioning, I understand more clearly the direct need for different accommodations as they support the 3 different areas that make up executive functioning. 

Accommodations are chosen based on the individual needs of the student, grade, and subject.  Accommodations are also chosen based on the student's using them independently, effectively, and routinely:

Accommodations (not a complete list)

Connect new information to prior knowledge

Chunk information

Graphic organizers

Chunk directions

Check for understanding

Extra time

Positive reinforcement

Reduce assignment

Copy of teacher notes

Brain breaks or frequent breaks

Transition warning

Visual times (to start the task or to complete the assignment)

Give notice about schedule changes.

Post schedule ( maybe on the desk)

Visual and verbal directions

Concrete directions

Allow different ways to answer an assignment

Rubrics to describe the elements of a successful assignment

Preferential sitting

Formula sheets

Grammar and mechanics rules

Mnemonic device

When considering your child's needs at school and developing a 504 plan or IEP, it’s essential to remember that while many accommodations are available, you should ask: what does your child need? Just as there’s a tool for every job in the kitchen or garage, not everyone uses the same tools every day. Similarly, while IDEA does not recognize executive functioning as a disability for eligibility, it does not mean that your child won’t struggle in one or more of the three areas. Talk to your child and their teachers, and if possible, review their complete independent evaluation. You can gather information from all of them to bring to the meeting to best support your child.

If you need me, I am available for a free 30-minute consultation to discuss your concerns and make suggestions to help empower you to advocate for your child.