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"Its raining kids in my office, says Roy Boorady, Ph.D., assistant professor of child and adult psychiatryat New York Universitys School of Medicine and Child Study Center. Every spring, psychologists who

do neuropsychological testing are inundated with middle- and high-school students who are floundering.And the reasons for their visits are usually the same: They find it hard to navigate the swift currents of their educational environments.

Such children are often diagnosed as having learning disabilities or attention deficit hyperactivity disorder (ADD/ADHD), and interventions are prescribed. Many improve, sometimes dramatically. But others,despite educational services and medical help, continue to have problems. Some fall further behind;others burn out and give up trying. The vexing question is Why?

Signs of Executive-Function DeficitIn addition to the learning or attention deficit problems such children exhibit, many also display

executive-function (EF) deficits. They lack the abilities to handle frustration, start and completetasks, recall and follow multi-step directions, stay on track, plan, organize , and self-monitor . ADD/ADHD therapists and other professionals who can evaluate and diagnose ADD/ADHD typically

point out executive-function problems, but many families dismiss them as less critical than other learningchallenges. However, it is clear that effective executive functioning is a key factor in remedying academicdifficulties.

Executive functions are the skills that an individual of any age must master to deal with everyday life.Self-monitoring is particularly important for students, because it governs their ability to evaluate their work and behavior in real time. It separates successful students from the failures.

Executive functions include learning to balance sports , music, and other social activities with academic

demands, says Susan Micari, M.S. Ed., past president of the New York Chapter of the Association of Educational Therapists. It often requires the student to recognize that he or she needs extra support fromteachers, and to be able to ask for it. Micari notes that executive-function deficits are thought to play asignificant role in the severity of ADD/ADHD and dyslexia .

When Executive Function Problems StartThe transitions to sixth and ninth grades are critical for students. Over the span of one shortsummer, two things happen. For sixth-graders, the structure found in elementary schooldisappears. For ninth-graders, the level of academic expectation rises dramatically. Students withstrong verbal abilities, who would have been expected to perform at a high level, stumble if theyhave executive-function problems.

It is crucial for parents, educators, and therapists to address executive-function problems, as well aslearning problems, in order to serve struggling students. Often, though, learning difficulties are treatedwhile executive functions are ignored. This approach is akin to repairing a cars transmission but ignoringits faulty steering.

Parents usually understand a diagnosis of ADD/ADHD or learning disabilities. Theyve heard about thesedisorders and about the range of treatments for them, starting with medication . Unfortunately, themessage about executive function often gets lost.

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Parents dont understand why their children arent able to work independently on homework or in theclassroom or be better organized, says Marianne Findler, Ph.D., assistant professor of psychology in

psychiatry at Weill Cornell Medical Center. They assume that their child will pick up executive-function skills, once he has been shown what to do. Their quick fix is to purchase a new planner or electronic organizer .

Where to Get Help for Executive Function and ADD/ADHDWho can provide executive-function remediation? Most parents dont have the knowledge or skills toaddress EF deficits. Whats more, preteens and teens dislike being nagged by their parents, who, in turn,dont want to be the homework police. Schools usually dont have special-ed teachers equipped to dealwith EF challenges either. Students need coaching from professionals who specialize in EF problems andhow to teach the skills to improve them. Talking with your doctor, psychologist, or psychiatrist is usuallythe best place to start.

Good executive-function skills are not a guarantee of school success, but their absence is a predictor of difficulty at some point, and of the loss of self-esteem that follows. We need to help our children early on,so they can succeed in school and life.

More on Executive Function and ADD/ADHDIs It Executive Function Disorder (EFD) or ADD/ADHD? Understanding Your ADD/ADHD Diagnosis: Medical Information About Attention Deficit How ADD/ADHD Impacts Executive Functions and Intelligence

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Disorganization is independent of general intelligence. It is quite possible for an individual to beextremely bright on standard measures of intelligence and still have severe impairments of executivefunctions, such as those often seen in ADD.

An individual's overall level of "smarts," as measured by standard IQ tests, appears to have little to dowith whether he or she meets the diagnostic criteria for ADD. Some of my ADD patients are extremely

bright, employed as university professors, scientists, physicians, attorneys, and senior executives.

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