Executive Function

John is a puzzle to me. He seems so bright and creative, and he always contributes wonderful ideas to our class discussions.

However, he often does not hand in homework, he does not seem to study for tests, and he is usually late with projects. I don’t know if he is just lazy. I wish he was more motivated and invested in his

work.

-Sixth-Grade Teacher (from Meltzer)

The Myth of Sisyphus

2 STRANDS OF EXECUTIVE FUNCTION

• Metacognitive Strand– Goal Setting– Planning/strategizing– Sequencing– Organization of Materials– Time management– Task initiation– Executive/goal-directed attention– Task Persistence– Working Memory– Set Shifting

• Social/Emotional Regulation Strand– Response inhibition (also know as impulse control)– Emotional control– Adaptability

-Kaufman

Metacognitive Strand

Metacognitive Strand Goals

Metacognitive Strand Planning/Strategizing

Metacognitive StrandSequencing

Metacognitive StrandOrganization of Materials

Metacognitive StrandTime Management

Metacognitive Strand Task Initiation

Metacognitive StrandExecutive/Goal-Directed Attention

Metacognitive Strand Task Persistence

Metacognitive Strand Working Memory

Metacognitive Strand Set Shifting

The Social/Emotional Regulation Strand

The Social/Emotional Regulation StrandResponse Inhibition

(also know as impulse control)

Why do we have so many signs?

The Social/Emotional Regulation Strand

Emotional Control

The Social/Emotional Regulation Strand Adaptability

How Does It All Come Together?

Executive Functions Are Not a Unitary TraitFrequently referred to as “the CEO of the Brain” or

the “Conductor of the Orchestra”These metaphors hint at the nature of EFs, but are

far too general for effective understanding of the concept. These metaphors create the impression of a central control center or a singular control capacity

A more appropriate metaphor for executive functions:“A Team of Conductors” and “Co-Conductors of a Mental Ability Orchestra”

-Dr. Caren Baruch-Feldman

Can’t Versus Won’t“We are encouraging people to become involved in their own rescue.”

Remember rewards will not work if the child does not have the skill. Reward programs imply that a child can do it if he/she wants to or is motivated enough to. This often leads away from the realization that many children who do want to change their behavior don’t know what to do to change it.

Dr. Caren Baruch-Feldman