The Development of Executive Functioning Challenges

Staying organized and using time effectively and efficiently is a daunting task that most people (both children and adults) struggle with in various aspects of their lives. We call these executive functioning skills, but there is so much more attached to the stigma of these words. Frustration, anxiety, depression, passive aggression, oppositional behavior, and active aggressive behaviors are just a sample of the myriad of challenges parents and professional educators face on a daily basis as a result of students with executive functioning learning disabilities. The single most important piece of advice that any parent or educator can receive when preparing for these challenges is that it’s not their fault.

Many students lack the tools for approaching and managing the complex requirements of academic tasks. Many adults lack the tools for approaching and managing the complex requirements of ordinary day-to-day tasks. A paradigm shift in quantitative educational evaluation and focus on standardized testing as opposed to qualitative evaluations and fair determination of effective progress continues to put more pressure on students and teachers to perform at high academic levels. It’s not that students, parents, and teachers don’t want to perform at high levels or can’t handle the workload, but often times lack the proper type of tools and training to be successful at completing the tasks set before them. One of the best tools we can use to adapt to executive functioning delays is tracing the metacognitive process.

Metacognition can simply be defined as, “thinking about thinking.” It’s safe to say that no two people in the world think and act the exact same way. Every brain, every living person, every student is unique. The challenges and experiences we face in our lives shape how we act, adapt, and perform. Unfortunately, educators are expected to steer the learning and thinking trends of not just their students, but maintain their own lives as well. Sometimes there just isn’t enough time or energy in the school day to accomplish everything that is desired or needed.

What if students with executive functioning disabilities were able to recognize exactly how they think and process information? Then they could express exactly what they need help with and eventually self-regulate and complete tasks independently. Believe it or not, with time and patience, they can. By developing consistent and effective work habits, introducing new learning strategies that adhere to student needs, and creating a written record or journal of these habits while developing positive meaningful relationships, tutors can can have significant impact on the development of students with executive functioning challenges.

Tracing the metacognitive process and developing effective strategies based on the needs of individuals can lead to an almost zen self-realization beyond initial capacities.

Joseph C. Trojnor-Barron, M. Ed