What is Executive Functioning?

Neuropsychologists define Executive Functioning (EF) skills as a set of cognitive skills that are necessary for planning and directing your actions in order to successfully meet goals and complete activities. They fall into two categories:  metacognitive skills and behavioral regulation skills.

What does this mean for you?

Metacognitive skills are the EF skills that are needed for designing your “plan of attack” for choosing and achieving goals.
Metacognitive Skill Necessary For
Planning

The ability to design an overall strategy for how to complete a task or achieve a goal
  • Breaking down a book report or term paper assignment into smaller parts
  • Understanding the link between today’s homework assignments and end-of-semester grades
Time Management

The ability to complete tasks efficiently and within assigned time limits

 
  • Accurately estimating how long an assignment will take and scheduling the needed blocks of time to finish by the due date
  • Balancing multiple school assignments with family, job, sports, and other commitments
Organization

The ability to develop and carry out an effective method for managing belongings, papers, and information
  • Being able to find needed items in a bedroom, backpack, desk, and locker easily
  • Taking effective lecture notes that can be used when studying for tests
Working Memory

The ability to work with information in short-term memory while completing a task
  • Successfully completing routines for getting ready in the morning
  • Correctly solving a math word problem with multiple steps
Behavioral regulation skills are the EF skills that are needed for successfully sticking to the plan that your have made for achieving goals.
Behavioral Regulation Skill Necessary For
Task Initiation

The ability to start tasks in a timely manner
  • Sitting down and starting homework shortly after getting home from school
  • Avoiding delaying studying for tests and completing chores in favor of more enjoyable activities
Sustaining Attention

The ability to stay focused on tasks in the face of distractions, mental fatigue, or lack of interest
  • Avoiding being drawn into conversations during class
  • Making sure that you don’t take breaks that are too long or too frequent during homework or studying
Flexibility

The ability to adjust plans, expectations, and behavior when necessary
  • Recognizing when your approach to solving a problem is not working and trying a new one
  • Not getting thrown off when there is a change in the typical routine, such as a substitute teacher or a field trip
Response Inhibition

The ability to control behavior and to consider possible outcomes before acting
  • Remembering to raise your hand before speaking in class
  • Controlling the urge to argue back when you are upset by a comment from a teacher, coach, or classmate
Emotional Regulation

The ability to keep emotions in check while completing a task
  • Controlling your frustration or anger when something does not go as planned
  • Managing your anxiety during a test so that you don’t “draw a blank”
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