TEACHERS

Teachers

Teachers are often the best observers of executive functioning problems in children. They have a built-in normative population with which to compare children who struggle with issues such as sustaining their attention and effort, problems in planning and organization, and difficulties in regulating their emotions and behaviors. Teachers observe the learning difficulties that are common in youngsters with executive dysfunctions, as well as have an up-close view of some of the social communicative problems that these youngsters experience. 

The terminology of “executive functioning” is just becoming widely disseminated in the educational world. Many teachers are searching for information about executive functions and how to develop strategies to help these children in the classroom.  In addition to the information for teachers available on our website, we strongly recommend the books Executive Skills in Children and Adolescents by Peg Dawson and Richard Guare and Executive Function in Education:  From Theory to Practice, edited by Lynn Meltzer. 

Children with executive functioning difficulties experience many obstacles in a traditional classroom setting. They frequently experience trouble with independent studying, completion of homework and class work, and organizational skills. Problems in completing long-term projects, difficulties with reading comprehension, and limitations in sustaining attention and persistence to tasks are frequently seen.

Academic tasks requiring written output are particularly difficult for youngsters with executive functioning difficulties. They tend to have difficulties in getting started on open-ended written tasks, organizing their thoughts, differentiating between main and minor details, and summarizing their thoughts. Other problems are seen in time management, where students with executive dysfunctions struggle with estimating how long it will take to complete an assignment. Difficulty in sequencing information in written materials and acquiring the information and materials needed to complete tasks are noted. These individuals may experience stumbling blocks in shifting flexibility between abstract concepts and more tangible details, as well as from major themes to actual information. 

Difficulties with sustaining focus and attention are often noted during test taking. Test taking requires students to get going quickly, manage their time, and effectively utilize their working memory skills. Difficulties in paying attention and being aware of teacher prompts and cues may be present. These individuals may struggle with differentiating main points from minor details while note taking or may ineffectively use the instructions and strategies provided by their teachers for preparing for testing. 

The following is a list of common classroom difficulties and the executive functioning skills that play a role in these problem areas.

CLASSROOM TASK	EXECUTIVE FUNCTION SKILL REQUIRED
Copying notes	Working Memory
Identifying major from minor details	Prioritization
Competing tasks within specified time limit	Task initiation, Time management, Sustained attention, Perseverance
Reading comprehension skills	Working Memory
Completing a multi-step assignment	Planning, Sustained Attention, Persistence
Working as team member in group project	Social Thinking, Flexibility, Regulation of Affect
Keeping track of papers and assignments	Working memory, Organization, Sustained Attention
Organizing written assignments	Planning, Working memory, Organization, Metacognition
Being ready to leave school at the end of the day	Task initiation, Planning, Time Management,
Completing mathematical computations in one’s head	Working Memory, Sustained Attention
Having materials available to start on assignments	Task initiation, Planning, Metacognition

Classroom-based strategies to use digital technologies to enhance executive function skills will be affected by availability of technologies, the type of classroom setting, and the teacher’s knowledge of and training with specific tools.Teachers who have a willingness to use video and computer games for teaching executive skills in the classroom have very ready and capable allies: students in the classroom who display good executive skills and have knowledge of specific games and technologies. These peer tutors can serve as a co-coach in using LearningWorks Technology Guides in your classroom.

We encourage teachers to use the LearningWorksforkids.com website for the following purposes:

1. Education – Learn as much as you can about executive functions in and out of the classroom. In addition to our material, there are books and links that are strongly recommended. 

2. Employ available digital technologies that support executive dysfunctions. For example, keyboarding skills, word processing, and spell checks can be very helpful for youngsters with writing difficulties. Consider the use of other tools that are detailed in our Assistive Technology Guides. 

3.  Encourage the use of digital technologies for home-based practice of skills. Many digital technologies, such as reading software or computer games that require mathematical computations, are stimulating and engaging to the degree that children are willing to put more time and effort into these tasks.  Other recommendations can be found in our Training and Rehearsal Guides.

4.  Embed executive functioning strategies into the day-to-day classroom routines. A list of these strategies can be found in our Executive Interventions in the Classroom Guide (to be written).