Executive Functioning Coaching: All Your Questions Answered

We know there are a lot of questions surrounding executive functioning as well as the coaching process.

We cover the general questions, like what is executive functioning, and what coaching looks like from a practical standpoint, but we also dive into the finer skills such as emotional regulation, developing focus, and the importance of reflection when learning new skills.

So, what is Executive Functioning?

Executive function skills are critical for all of us; they are a group of skills that we use every day to learn, manage and accomplish things and generally get what we want out of life. Executive functioning (EF) skills include but are not limited to:

Planning and Prioritizing

In order to complete a task, you begin with the larger goal in mind. Once the goal is solidified, you lay a plan of action, prioritizing what is most important. Students have to plan and prioritize many aspects of their lives, especially their short- and long-term school assignments.

Organization

Once you have a plan you have to organize the parts into the whole. This requires sorting through and arranging information into a system that works for you. Our children have multiple organizational demands made on them every day, from rising in the morning, organizing and locating their belongings, getting out the door, navigating multiple classes, returning home to homework and then heading to bed, and much more.

Initiation

The ability to initiate tasks is critical. It’s the difference between thinking about
something and, doing it. Initiation is a discipline that must be practiced and mastered. Students need to create a positive mindset where they focus on the satisfaction of completing a task, and not the difficulty they may encounter as they undertake it. The most important part of any journey is the first step.

Flexible Thinking

When working through a task one needs to think flexibly. If you are rigid in your thinking, then it is unlikely that you will apply different approaches when problem solving. Often, one has to revise a plan of action or obtain new information, especially if a mistake has been made. We all need to think flexibly and be ready to change our course of action.

Working Memory

Working memory is the ability to hold and manipulate information in mind. When you read you have to hold and comprehend information from the beginning to the end of the page or chapter; listening to directions requires the same skill, holding and remembering several pieces of information. Taking notes in class demands listening, comprehension and writing simultaneously, and performing mental math requires one to make calculations in mind. Working memory is a very important EF skill and one that is often a weakness in our learning disabled and ADHD populations.

Self-Monitoring

Completing a task or an assignment, socializing and just about everything we do requires one to monitor their performance. We have to think about what we are doing, how we are accomplishing the task and, in the end, asking ourselves how did I do? This requires one to monitor their performance and actions by stopping and reflecting, an important skill that takes time and practice to acquire.

Attention

Attention plays a role in everything we do. To accomplish a goal, you must focus on the task at hand. Once you are focused you have to sustain attention and recognize when your attention shifts. If it has waxed and waned, you must bring your focus back to the activity and maintain focus until the task is completed. Many students have attentional weaknesses that hamper their ability to complete tasks.

Impulse Control

The old adage, “think before you act” applies to the EF skill impulse control. It really means to control your impulses, to resist saying or doing something, to stop oneself. In addition to controlling our impulses, we have to consider how our behavior impacts others. This is an important skill for all students to master.

Emotional Control

Much like attention and impulse control, emotional control is the ability to manage your thoughts and emotions so that you can achieve your goals. Emotions take many forms and, for example, in the classroom a student has to control their frustration, annoyance at others, anger at something that did not go their way. Understanding and managing emotions is critical to the successful completion of tasks, especially group work and social relations.

Goal Directed Persistence

Persistence is essential for completing tasks. Many students struggle to complete tasks because of distractions or because inevitable setbacks become insurmountable roadblocks. It is important to maintain a focus on the task at hand and to be able to summon the grit necessary to push through inevitable challenges with the overall goal in mind.

Executive function challenges are often seen at home, in the classroom and at work. These difficulties can arise from weaknesses in any of the aforementioned skills, which impact goal directed behavior. It is important to understand and address these skills early so that they do not become roadblocks to success.

How does Executive Function Coaching work?

An Individualized Experience

The coaching process is a very individualized experience because the ways in which focus may affect one student, affects another differently. Each student has unique experiences, academic/life situations, learning difficulties, support structures, etc.

When we’re working with a student, we consider them holistically, and no two students are alike. Practically speaking, it’s holding a student accountable for planning, check-ins, repetition and reminders and helping them build self-efficacy. There’s a lot of reflection in the process, as well as co-creating next steps and goals moving forward. Over time this results in new habits and cognitive pathways.

A Strengths-Based Approach

We like to ask students what environments or situations have allowed them to be successful in the past. We take a strengths-based approach to working with students, not that weaknesses don’t matter. We acknowledge the weaknesses, but then capitalize on the student’s strengths in order to help them overcome challenge. A lot of it is growth mindset and helping the student gain confidence and learn that it’s never too late to grow and learn. Sometimes it is helping them with practical and tangible tools, specific calendars, or ways of breaking tasks down, or evidence-based learning strategies, engaging in reflection and metacognitive awareness.

Are there any books that you recommend related to executive functioning?

There are many incredible books related to executive functioning, but here are just a few of our favorites:

November 14, 2022