Developing a Better Understanding of Executive Function
Most people living with ADHD, whether it be their own diagnosis or that of a family member or partner, are familiar with the term “Executive Function.” You might even already be able to list what some of those executive functions are: planning, prioritizing, time management, note-taking, working memory, and emotional control. But naming these executive functions and truly understanding how they impact everyday tasks are two different things. And developing a better understanding of executive function will go a long way towards easing frustration towards those whose executive functions are impaired.
Did you do your homework?
This is always a loaded question. Even when the answer is yes, parents of children with ADHD and other neurodivergences that impact executive function know that there might be more to it. Was it the correct homework? Did your child fully understand the directions? Was it rushed through? Will it be turned in on time? Before throwing up your hands in exasperation, consider exactly how executive functions play into homework completion, and how your strategies to support your child might change in response.
Let’s break it down
Just using the executive functions that we listed above, let’s take another look at the question, “Did you do your homework?” How does each element of executive function that we listed impact homework? And what strategies can be used to help?
A simple homework assignment involves several elements of planning. Does your child have a notebook planner or electronic or online system to keep track of assignments? For longer, multi-part assignments, they may also need support learning to break the assignment down into simpler steps and plan out timelines for completion.
Now that all of the homework assignments and related tasks have been planned out for the day, week, or whatever period of time makes sense for your child’s grade, it’s time to prioritize. What needs to be done right away? What can wait, and why? Strategies to help with prioritization are best when done with your child's input. Is it easier for them to tackle difficult tasks first and get them out of the way? Or to ease into the difficult tasks by experiencing success with a few easier assignments they can bang out? Some practitioners actually see the greatest success when students alternate between easy and hard assignments, allowing strong focus and the best chance of efficiently completing all work.
This leads us to time management. It’s tough to break things down with timelines accurately, or to prioritize work, when there isn’t a basic understanding of approximately how long these tasks will take. Looking at an assignment, your child might think it will take ten minutes. In truth, it might be something closer to thirty. Conversely, multi-part assignments might seem overwhelming, and a student might fear that it will take hours. In truth, breaking down the steps can help reframe the assignment as three twenty-minute tasks which can be done over two days. How can you help your child understand time management? One trick is to have them keep track of how long it takes to do their homework assignments. You can make it into a guessing game – start by logging how long they think ten math problems, for example, will take. Then have them log how long it actually took. Over time, it will be much easier to figure out how long to allocate for various tasks. No value judgement – just good data!
Note-taking and working memory can go hand-in-hand. Listening to the teacher, holding that information in your short-term working memory, and transferring that to paper in the form of notes (all while continuing to pay attention to what the teacher is saying), can be more a function of how your brain is wired than something that can be improved merely with practice. One of the more effective strategies here is to work around working memory and note-taking challenges (often accompanied by dysgraphia, making fast and neat writing difficult) using assistive technology and accommodations. Whether this takes the form of receiving copies of notes, partial notes to follow along with and fill in, or recording lectures will depend on the age and abilities of each individual.
Once we’ve understood all of these variables and found strategies to help, the hope is that there will also be a positive impact on emotional regulation. After all, you know how frustrating it is as a parent or caregiver to watch your child make what seems like simple mistakes or miss work or deadlines over and over. Imagine how it feels to be that child, shouldering expectations which don’t take into account the challenges they experience with executive dysfunction. Beyond granting some grace and practicing supportive strategies, taking time to practice mindfulness can also help with emotional control.
For even more specific child-centered strategies, consider utilizing outside supports, including therapists, tutors, executive function coaches, parent coaches, and other professionals.