A master list of a wide variety of executive functioning activities to improve skills for your children or students. 50 fun activities!
Learn key executive functioning skills by age, and engaging executive functioning activities to boost development for toddlers, kids, and teens!
What are executive functioning skills? Executive functioning skills are the important processes in our brain that help us finish tasks and meet our goals. If it sounds like we use them for everything we do, that'd be right - we do! It's important to mention, though, that executive functioning skills
We all have had students who have a difficult time with impulse control, planning ahead, time management, starting a task, completing a tas...
Executive functioning skills are the brain processes that help kids and teens plan, organize, manage time, and persevere through challenges. Read more about executive functioning skills here, or consider some of the resources below to get started right away. Resources for Older Learners: Int
Students need executive functioning skills but resources are scarce. Students with special needs need these skills as well. Here is a solution. See the preview for examples. Over 100 positive reviews!!! These are Executive Functioning Skills Printables for Students with Autism, Similar Special Needs, ADHD, LD and Executive Functioning Needs. Thank you in advance for your feedback. These executive functioning skills printables will work well for any students learning life skills whose special needs include developmental delay and the need to learn executive functioning skills. The printables can supplement any curriculum or they can be used daily as a discussion starter for developing appropriate executive functioning skills. This packet includes executive functioning skills related worksheets that require variations in response styles for many answers. (Ex. matching, cutting, circling, and pasting.) Planning: Plan Waiting My Schedule Planning for an Art Project Organizing: Organize the Code Organized/Unorganized Organizing My Desk I Can Organize Time Management: Is it Time? Using Timers Smart Watch Task Initiation Working Memory: Repeat After Me Remember Multi-step Directions Letter and Word Search Self- Control: Controlling My Actions Emojis Feelings Self-Discipline Impulse Control: Personal Bubble Controlling My Impulses Stop Raging Making a Choice Attention: Listening Visual Schedules Show Listening Skills By Doing These Things Staying On Task Flexibility: Flexibility Definition Planning a Calendar Starting a Non-Preferred Activity Changing Plans Perseverance: Perseverance Word Search A Story About Perseverance Working to Build Sentences Work Through It Transitioning: Change-What Things Can Change? Starting a New Assignment Working Until My Scheduled Break Transition Cues Problem Solving: Steps to Problem Solving Is this a Good Strategy? Visualize It Thinking of Strategies When Feeling Anxious Related Products Social Skills Printables for Students with Autism. Teen's Edition Social Skills Printables for Students with Autism. Writing Skills for Students with Autism & Special Needs (Expressive Writing). Morning Work for Teens with Special Needs (September). Play Skills Printables for Students with Autism & Similar Special Needs. Support for social skills and behavior skills, support to help students with calm down Techniques. ©Autism Classroom 2018. This license is for the purchaser of this product and may not be distributed electronically except for use in the purchaser's classroom. Additional licenses can be purchased through TPT. Standard copyright laws apply.
Today I wanted to share some of ideas for how I’ve targeted executive functioning skills, and specifically skills like planning, self-awareness + self-monitoring, and even working memory. ? If you’ve been around here for a while, you’ll know I love to embed this type of work into my language, literacy, and speech sound therapy. Language […]
Task initiation is a powerful skill. The ability to tell oneself that a project or job needs to be started is a big part of getting anything done. A bigger part of that is actually starting. How many of us have to-do lists that are a mile long? Knowing a job needs done is part ... Read more
What are executive functioning skills? Executive functioning (EF) skills are the abilities in our brain that help us complete everyday tasks. These skills include planning, organization, time management, metacognition, working memory, self-control, attention, flexibility, and perseverance. S
These resources, tips, and activities are designed to improve executive function skills, addressing executive dysfunction.
In the field of education, there are things known as executive functions. Executive functions are defined as cognitive processes that control, regulate and
Learn what an Executive Functioning Coach is, what an EF coach does and how to become an executive function coach. Plus, video tips from an Executive Function Coach.
Executive functioning skills are in everything we do. Kids and teens use them when starting homework, working with partners, juggling daily responsibilities, staying focused in class, problem-solving with friends, and much more. Executive functioning skills are life skills. While it's important t
In many ways, strong executive functioning skills are the foundation for success. These are the mental processes that help learners plan through assignments, organize materials, initiate a task, manage time well, stay focused, try new strategies when stuck, and persevere until the completion of a go
Executive Functioning is a huge buzzword lately! But what is it? Executive functions include emotional, cognitive, and behavioral regulation.
I'm sure we've all heard this term before. If you are a teacher, especially a special educator, you know this term well. You might...
Executive functioning is such a critical skill no matter your age. Sara Ward is an SLP specializing in executive function skills. She shares her personal background related to skill as well as some incredible tools, interventions, and assessment suggestions. Even as an experienced SLP, I found myself enriched and surprised by the information Sara had to offer.
Many kids and young adults struggle with executive functioning challenges. Some are easy to spot, such as when a student can't focus on a lesson or comes to class without their entire binder. Other EF challenges are less obvious, though. A learner might take two times as long on homework because th
Executive functioning skills are the brain processes that help kids and teens plan, organize, manage time, and persevere through challenges. Read more about executive functioning skills here, or consider some of the resources below to get started right away. Resources for Older Learners: Int
Many kids and young adults struggle with executive functioning challenges. Some are easy to spot, such as when a student can't focus on a lesson or comes to class without their entire binder. Other EF challenges are less obvious, though. A learner might take two times as long on homework because th
In the field of education, there are things known as executive functions. Executive functions are defined as cognitive processes that control, regulate and
Executive functioning skills can be taught to all learners. Learn about how I use visuals specifically to teach executive functioning.
What is Executive Functions? Executive functions, or what I like to call the conductor of the brain, is the process of the mind gathering together and making sense of all the information we receive from our instruments or senses. Helping us to create meaning from what we see, hear, touch, taste, and experience, executive functions also allows us to focus our attention, learn and think about new information, and make connections to what we already know. The Three Parts of Executive Function Executive function is not fully understood in the literature and studies continue to explore this complex skill. However, there seems to be a consensus amongst many Organizations and Institutions such as Understood as well as Harvard and Stanford Universities that executive function can be discussed as having the following component parts or mental processes that generally reside in the prefrontal cortex of the brain: 1) Working Memory Working memory is a place where our memory works to gather sensory input, hold it, process it, manipulate it and also encode and retrieve information from long-term memory. When considering Alan Baddeley's well-researched model, working memory processes information two ways. On the one hand, it uses the "visual-spatial sketch pad" to create internal visual and spatial aids to assist memory. On the other hand, it offers the "phonological loop" which is a guiding inner voice that can keep information active in one's mind. Clearly, working memory offers us an internal stage where we can make sense of the world around us. 2) Inhibitory Control Inhibitory control or response inhibition helps us manage four essential skills. First, it helps us focus on what we are learning and block distractions. Second, it manages our mind and allows us to engage in metacognition or thinking about our thinking. Third, inhibitory control enables self-regulation skills and emotional control. Fourth, inhibitory control helps us regulate our surroundings. For instance, you may choose a quiet location when doing your work or sit at a desk with the needed materials. 3) Cognitive Flexibility Cognitive Flexibility is about keeping our brains flexible and limber. It offers three skills. First, it involves switching activities and shifting focus, such as moving from one assignment to the next. Second, it revolves around the idea that different situations have different rules. Third, requires switching a point of view which enables us to consider situations from many vantage points. Cognitive flexibility helps us to make the best decisions in novel situations. Understanding Executive Functioning Problems: Many teachers and parents have trouble understanding how simple tasks such as remembering appointments, using an agenda, or turning in assignments can be difficult, but unfortunately, these and other similar tasks can be extremely challenging for some individuals. However, the good news is the primary part of the brain that manages executive function, which is called the frontal lobe, continues to develop through high school and college. Therefore, many kids that struggle with executive functions can significantly improve their abilities over time. Come Learn about the Executive Functioning Screener! CLICK HERE Also You Can View Our Executive Function Course You Might have Executive Functioning if: Here are 11 common signs of executive functioning disorder: You have trouble maintaining a planner or agenda for recording assignments. You have trouble planning long term projects and often complete them at the last minute.You often forget papers, notebooks and other materials needed for school or homework. You have a hard time estimating how long a task or project will take. You have trouble starting your homework independently. You are easily distracted. You have a hard time keeping track of your possessions and often lose important materials. You have trouble listening to and following multistep directions. You have trouble transitioning from one task to another. You have trouble keeping appointments. You have trouble keeping your bedroom and book-bag organized. Come Learn about the Executive Function Screener! CLICK HERE What are Some Common Myths and Truths? Myth: Kids with executive function weaknesses are lazy and unmotivated. Truth: Most of these kids are motivated and hard-working, but they have trouble maintaining attention and stamina. As a result, these students are often misread and misunderstood. It is important to realize that executive functioning issues are NOT the result of laziness, lack of effort, or carelessness. In fact, criticizing these learners and providing negative feedback and pressure often worsens these difficulties and can trigger feelings of helplessness. Myth: ADHD and executive function issues are the same. Truth: Attention is only one small piece of the executive function skills that the brain performs. Therefore, some kids with poor executive function skills do not have ADHD. Likewise, there are some kids with ADHD that do not struggle with other areas of executive functions such as working memory, flexible thinking, impulse control, self-monitoring, multi-step instructions, sustained attention, planning skills, prioritizing skills, completing tasks, task initiation, time management, and organization. What the research is discovering, however, is that there is a positive correlation between those with ADHD and executive functioning disorder. Myth: All kids should be able to learn executive functions.Truth: Just like some are blind or paralyzed, others have learning disabilities that make executive functions extremely difficult. In fact, some individuals have such a difficult time with executive functioning skills, they require support from technology and people (such as personal assistants or secretaries) throughout their life. Myth: Kids can't get school accommodations for executive function skills. Truth: With proper testing, many of these kids are diagnosed with a learning disability or ADHD. In addition, with a diagnosis, students can get an individualized education program (IEP) or 504 plan that can offer reasonable accommodations. How to Improve Executive Function: 1. Maintain a structured, daily routine. 2. Teach learners how to set priorities. 3. Generate a consistent homework plan. 4. Break large assignments into manageable tasks. 5. Make to-do lists. 6. Demonstrate time management skills by generating self imposed deadlines. 7. Teach study skills and test taking strategies. 8. Provide incentives and positive reinforcement. 9. Utilize graphic organizers for planning ideas and writing. 10. Teach metacognitive skills by thinking through thought processes aloud. 11. Be patient and supportive. 12. Think aloud so that you can demonstrate how to use executive functioning skills. Where Can I Get Ready Made Materials and Exercises that Help Develop These Skills? You can take my comprehensive course (CLICK HERE to learn more) or you can purchase my The Executive Function Cognitive Remedial Bundle. The bundle offers a comprehensive approach to improving a student’s planning, time management, and organization abilities. This bundle offers a discounted suite of downloadable activities, games, and handouts that were designed to help learning specialists, educational therapists, and even parents assist students in developing executive functioning skills. To get a free sampling of activities from Planning, Time Management, and Organization for Success (one of the publications in the executive functioning bundle), CLICK HERE If you would like a free copy of the images in this blog, CLICK HERE. Please note that these images are copyrighted and should not be used on your own website without prior permission. Clearly, one can improve executive functions in younger children as well as throughout life. Whether one is struggling with poor working memory, weak planning skills, trouble keeping track of materials, or breaking tasks into manageable chunks, to name a few, there are many strategies that can be learned to improve this vital skill. Cheers, Dr. Erica Warren Dr. Erica Warren is the author, illustrator, and publisher of multisensory educational materials at Good Sensory Learning. She is also the director of Learning to Learn, and Learning Specialist Courses. Blog: https://goodsensorylearning.com/blogs/news YouTube Channel: https://www.youtube.com/user/warrenerica1 Executive Function Podcast: https://goodsensorylearning.com/pages/the-personal-brain-trainer-podcast-with-dr-erica-warren Store: http://www.Goodsensorylearning.com/ Courses: http://www.learningspecialistcourses.com/ Newsletter Sign-up: https://app.convertkit.com/landing_pages/694000
In the field of education, there are things known as executive functions. Executive functions are defined as cognitive processes that control, regulate and
Complete Introductory Lesson Plan for Executive Functions class with links to worksheets, games, and video. Great resource for any age group working on Life Skills, Memory, Focus, attention. ...
Executive functioning skills can be taught to all learners. Learn about how I use visuals specifically to teach executive functioning.
I got this from Rogers neuropsychologist: (I'm not sure who the original author is to give proper credit) General best practice principles when writing executive function IEP goals • The purpose of the goals should be to teach the child to automatically use self -regulatory routines and scripts (or habits) that increase independent, flexible, goal-oriented problem-solving. • Executive function goals cannot be successfully met unless they are introduced with a lot of individualized structuring, cueing, and reinforcement. Simply showing a child with executive dysfunction how to fill out an agenda book will not enable that child to do so independently on a regular basis. Intensive practice with an adult, followed by the implementation of key cues, such as a written checklist and the slow fading of direct adult support as the child becomes more independent is required. • It is essential to establish the necessary external environmental pre-conditions that facilitate and promote the child’s developing and making automatic (if possible) self-regulatory routines and scripts. • Because executive dysfunction affects all aspects of school performance, IEP goals should link directly to all key academic content areas (reading, writing, math, science, etc.) as well as to communication and social-emotional performance. • Use the sample IEP goals below as starting points or models for specific IEP goals that address your child’s needs and situation. 1. Flexible Problem Solving: (1) Given training in and visual reminders of, self regulatory scripts (such as “big deal/little deal”, “choice/no choice”, (“plan A/{plan B” and “handling the unexpected”) child’s name will manage unexpected events and violations of routine without disrupting classroom activities. (2) With fading adult supports, child’s name will use a structured recipe or routine for generating new ideas, or brainstorming to respond successfully to open ended assignments. (3) When faced with changes and/or transitions in activities or environments, child’s name will initiate the new activity after only two (one, three) reminders (or within 2, 4, 5 minutes). (4) Given concrete training, visual supports and fading adult cuing, child’s name will appropriately label flexible and stuck behaviors in himself. (5) Given training and practice with the concept of compromise, and in the presence of visual supports, child’s name will accept and generate compromise solutions to conflicts when working cooperatively with others. 2. Goal Setting: (1) Child’s name will participate with teachers and therapists in setting instructional and therapy goals (e.g., "I want to be able to read this book; hit a baseball across the gym; write my name so mom can read it;” etc.) (2) Given explicit instruction, visual reminders, and fading adult support, child’s name will successfully distinguish target goals (doing well in school, making a friend, learning to read, graduating from school) from interfering goals (playing video games instead of doing homework). 3. Planning: (1) Given a routine (e.g., complete sheet of math problems, ask a friend to play a game), Child’s name will indicate what steps or items are needed and the order of the events. (2) Child’s name will learn a general self regulatory script (eg Goal-Plan-Do-Check) for carrying out any multiple step task (completing homework, writing an essay, doing a science project) and, given practice, visual cues and fading adult supports, will apply the script independently to new situations. (3) Given a selection of 3 activities for a therapy or instructional session, Child’s name will indicate their order, create a plan on paper (e.g., with photographs), and stick to the plan. (3) Given a task that he correctly identifies as difficult for him, Child’s name will create a plan for accomplishing the task. (4) Having failed to achieve a predicted grade on a test, Child’s name will create a plan for improving performance for the next test. 4. Organizing: (1) Given adult support and visual cues, Child’s name will create a system for organizing personal items in his cubby. (2) To tell an organized story, Child’s name will place photographs in order and then narrate the sequence of events. (3) Given visual cues and fading adult support, Child’s name will select and use a system to organize his assignments and other school work. (4) Given a complex task, Child’s name will organize the task on paper, including the materials needed, the steps to accomplish the task, and a time frame. (4) Using learned strategies and given fading adult support, Child’s name will prepare an organized outline before proceeding with writing projects. 5. Self-Monitoring, Self-Evaluating: (1) Given training in a self regulatory routine, such as Goal-Plan-Do-Check, and visual cues and fading adult supports, child’s name will accurately predict how effectively he will accomplish a task. For example, he will accurately predict whether or not he will be able to complete a task; predict how many (of something) he can finish; predict his grade on tests; predict how many problems he will be able to complete in a specific time period; etc. (2) Given a specific work checking routine, child’s name will identify errors in his work without teacher assistance. (3) Child’s name's rating of his performance on a 10-point scale will be within one point of the teacher's rating. 6. Self-Awareness/Self Advocacy: (1) Given a specific routine for monitoring task success, such as Goal-Plan-Do-Check, Child’s name will accurately identify tasks that are easy/difficult for him. (2) Given a difficult task, Child’s name will (verbally or nonverbally) indicate that it is difficult. (3) Child’s name will explain why some tasks are easy/difficult for him (4) Child’s name will request help when tasks are difficult. (5) Child’s name will offer help to others when he is more capable than the other child.
A therapist's guide to executive function and what all therapists (OT/PT/SLP) need to know about executive function skills.
Planning, organization, time management, attention, and self-control: These are just a few executive functioning skills that all kids and teens should learn. With such a focus on remote learning, I've put together a list with some digital tools and supports to help learners strengthen their executiv
Kids and young adults need extensive practice in strengthening their executive functioning skills. Executive functions are the processes in our brains that help us accomplish all tasks from beginning to end. We use them when we plan our day, organize our materials, begin a chore, focus on important
Many kids and young adults struggle with executive functioning challenges. Some are easy to spot, such as when a student can't focus on a lesson or comes to class without their entire binder. Other EF challenges are less obvious, though. A learner might take two times as long on homework because th
Many kids and young adults would benefit academically and socially by improving their executive functioning skills. These skills include: planning, organization, time management, task initation, working memory, metacognition, self-control, sustained attention, flexibility, and perseverance. If you n
What are executive functioning skills? Executive functioning (EF) skills are the abilities in our brain that help us complete everyday tasks. These skills include planning, organization, time management, metacognition, working memory, self-control, attention, flexibility, and perseverance. S
Executive functioning skills are in everything that we do. They include our ability to have self-control, develop a plan, manage our time, begin an assignment, remember important information, and persevere through a challenging task. Executive functioning skills are definitely academic skills, but t
What are executive functioning skills? Executive functioning skills are the important processes in our brain that help us finish tasks and meet our goals. If it sounds like we use them for everything we do, that'd be right - we do! It's important to mention, though, that executive functioning skills
Executive functioning skills are important for learners at all ages. Sometimes people hear the term and assume it's only for older kids, but I'm here to dispel that myth! Even our youngest of learners should learn and practice stills for paying attention, using self-control, getting organized, using
Executive functioning skills are in everything that we do. They include our ability to have self-control, develop a plan, manage our time, begin an assignment, remember important information, and persevere through a challenging task. Executive functioning skills are definitely academic skills, but t
Are you wondering how executive functioning skills play a part in your special education classroom? Read more to find out...
In the field of education, there are things known as executive functions. Executive functions are defined as cognitive processes that control, regulate and
Many kids and young adults struggle with executive functioning challenges. Some are easy to spot, such as when a student can't focus on a lesson or comes to class without their entire binder. Other EF challenges are less obvious, though. A learner might take two times as long on homework because th
Everything we need to succeed is here: 1. Agile creates visibility. Visibility in turn creates security and control. When I see where I’m supposed to go, I feel safe. Imagine you’re driving in the rain, at night. Now imagine you’re driving on a clear sunny day. Which one makes you feel safer? 2. Agile Kids enables you to clearly set challenges. Our children put up everything on the board. They see what they are up against. It isn’t a vague in their heads. It is there, and belongs to them. They can see what is more and less important, it gives them a sense of control, reduces the confusion and leads them to success. They can also see their progress. I will really ask my children, what do they intend to do tomorrow, next week or next month. And if you are planning a month in advance, what are you going to do? These tasks will go on the board, and we’ll see progress. Prioritize your tasks: This doesn’t mean that we’ll need a board every time we want to challenge ourselves - not at all. In the future, we won’t need the board at all. 3. Challenges according to age and ability Each child chooses their own tasks, and moves forwards at their own pace. The board belongs to the family, and we each have our own tasks. Danny has tasks that are suitable for a first grader, and 12 year old Lisa already has tasks such as babysitting her brother when Mom is late from work. This way, the success is relative and suitable for each age. On the other hand, we can also see where we can move forwards. We see others’ successes and failures, and the children talk to the parents during the daily or weekly meetings, and they learn from their experiences. 4. The key word here is trust I am training myself and my children to see what lies ahead. We are training to divide our tasks into doable actions. I am showing them the way. How a task is created, what happens during the progression, and how it ends. The training will make the board obsolete, but the principle remains the same. I experience successes (because I completed tasks), I saw the way, and I learned how to accomplish this. 5. Success is key I’ll say it again. Children aren’t born with the ability to manage projects. They have to learn how to. They don’t always know how to divide their assignments into tasks, and some learn slower and some learn faster. What’s important is the feeling of success. They don’t need large rewards to feel they were successful - all they need is a smile and to succeed at their homework. That’s enough for them. 6. Listening Listening to the children and listening to ourselves. It’s vital to succeed. Listening to what they have to say about their tasks during the daily meetings, giving them a place to be heard and to express themselves. When I speak, I’m learning and developing. When people listen to me and react to what I say, that strengthens the learning a thousand fold. 7. Empowerment Setting these small goals, even from a young age, and enabling the child to choose their own tasks, is the basis for empowerment (we’ve written more about it here). And empowerment is one of the best ways to succeed. 8. The daily family pulse The daily meetings and the order they bring to the house, send out a message. A message of doing, of support from others when I get stuck. I personally believe, that without these values, luck will be a major factor in our future successes, not our own actions or initiatives. 9. Initiative as a state of mind Initiative is part of empowerment. The children are encouraged to take the initiative. Think of tasks, ask for help from others, and make things move when they get stuck. This isn’t just encouraged - it becomes a state of mind. 10. The state of mind and messages that come from the family and the house affect your children outside as well For example, a singer’s son can become a singer with less effort than others. It’s not just the voice - you have to think like an artist as well, to know how to express your feelings, create, and so on, which is something that the child is immersed in at home every day. The same goes for doctors, or business people. Now, just imagine that you immerse your children in empowerment. Every day, things that come naturally to them, will affect them in the future. Everyone agrees that it doesn’t matter HOW you raise your kids, it affects them a whole lot more than any courses they might take in the future. So isn’t it in our best interests to make sure they get confidence, empowerment, and the ability to follow tasks through? Want to know how? Read the AgileKids book, and of course, get the latest updates from this blog.
Task initiation is a powerful skill. The ability to tell oneself that a project or job needs to be started is a big part of getting anything done. A bigger part of that is actually starting. How many of us have to-do lists that are a mile long? Knowing a job needs done is part ... Read more
Tests for executive functioning issues look at skills like working memory, set shifting, and idea generation. Find out how these tests for executive function work.
