An online journal addressing issues of interest to the professional educator, published by the Cooke Institute
EXECUTIVE FUNCTION
Executive functions serve as the foundation for critical thinking, problem-solving, decision-making, and task execution.
Executive Function skills are not innate; they are built over time through experience and support.
Although the groundwork for Executive Function is established in childhood, the supporting brain region continues development into the mid-20s.
As an example, you have a middle school student who either rushes through or disengages while completing his math activity. The word problem on his most recent assignment is complex, however, it builds on concepts he has previously mastered. Despite this proficiency, his independent work is often rushed, inconsistent, or incomplete.
What may appear to be a behavioral challenge could actually stem from issues related to Executive Functioning, a breakdown in any of the following twelve interrelated skills that govern goal-directed thinking and behavior.
Response Inhibition The ability to think before acting and resist the urge to say or do something impulsive
Working Memory Holding information in your mind while using it to complete a task or solve a problem
Emotional Control Managing emotions in order to achieve goals, complete tasks, or control behavior
Flexibility Adapting to changing conditions or perspectives, and shifting attention when needed
Sustained Attention Maintaining focus on a task over time, even when it's boring or challenging
Task Initiation The ability to begin tasks without undue procrastination
Planning and Prioritization Developing a roadmap to reach a goal and identifying what’s most important
Organization Keeping track of information, materials, and deadlines in a systematic way
Time Management Estimating how much time tasks will take, allocating time effectively, and meeting deadlines
Goal-Directed Persistence Following through on a goal without getting distracted or discouraged
Metacognition Self-awareness and the ability to evaluate and adjust your own performance or strategies
Stress Tolerance Managing frustration and stress effectively to stay engaged and focused
“Executive Function (EF) challenges may often masquerade as behavioral 'issues' or ‘laziness' in the classroom,” says Cooke Occupational Therapist and Executive Functioning Consultant Andi Sachs, MS, OTR/L, EFC. “Some common classroom behaviors that can be misinterpreted, when in reality they are rooted in executive dysfunction, include: forgetfulness, interrupting, work avoidance, zoning out, unpredictability, and rushing through work. Strengths are a little less obvious, but one that comes to mind is ‘perfectionism.’ People with EF dysfunction may overcompensate to mask their deficits, and one way that translates into performance is through an unrealistic pursuit of perfection. This can look like students struggling to deviate from plans (flexibility), overscheduling, and overcommitting themselves. In most contexts, perfectionism is seen as a strength, but it can quickly lead to burnout and an increase in anxiety.”
A growing body of research suggests that EF plays a critical role in various cognitive and behavioral challenges observed in children with ASD or ADHD, however, neurotypical students can also benefit from a concentration on refining these skills.
“Because they are so closely intertwined, a breakdown or weakness in any one area of EF can impact the others,” says Andi. “Also, a seemingly routine activity could entail several components.” The pre-frontal cortex, where neural networks supporting EF reside, is the last region of the brain to fully mature, typically reaching full development around the mid-to-late twenties.
In the math activity scenario above, the student must engage working memory to follow instructions and apply previously learned concepts. He would also need to manage his time and maintain sustained attention, filtering out distractions to meet the classroom deadline for completion. Although these cognitive processes may appear to be executed automatically in a separate region from math comprehension, difficulty with Executive Functioning can significantly interfere with academic performance.
“EF skills are integral to all learning,” says Andi, “and really to functioning as an adult in the world.”
Q: I struggle to keep students engaged during independent work time. Some rush through tasks while others become distracted. What strategies can help maintain focus and improve productivity across different learners?
A: Here are several suggestions:
Differentiate the task: Provide choice boards when appropriate to match various learning/working styles
Set clear expectations: Use timers, checklists, and outlines to help students develop routines for staying on task
Create extension activities: Anticipate early finishers with meaningful supplemental tasks (e.g., related work, opportunities for peer review, etc.)
Frequent assessments: Schedule exit tickets or quick check-ins regularly to gauge understanding and plan follow-ups
The Cooke Institute team of experts answers "Ask a Coach" inquiries from educators on a rotating basis. This issue’s response is provided by Cooke Occupational Therapist and Executive Functioning Consultant Andi Sachs, MS, OTR/L, EFC. A member of Cooke's faculty for more than 5 years, Andi earned her Executive Function Consultant certification in 2021. At the Cooke School and Institute, Andi has created and now leads a pioneering executive function curriculum that equips students with the tools and strategies they need to improve their organizational, time management, task initiation, and self-regulation skills. Through Cooke Institute, she regularly guest lectures on executive function topics and leads professional development seminars for schools, organizations, and educators.
Inquiries from school leaders and teachers for this column may be submitted to Institute@cookeschool.org.
Cooke Institute partnered with Imagine Early Learning Centers leadership to host a day-long conference for their 200+ center directors, head teachers, assistant teachers, and classroom aides hailing from the five boroughs, Long Island, and Newark. Four tracks of three sessions were offered for educators of students ages six weeks to five years. Conference presenters spoke on topics tailored to teachers' interests, like Creating Calm: Proactive Approaches to Developing Emotionally Supportive Environments, and Power of Play: Engaging Toddlers in Meaningful Learning.
“We apply the best practices for adult learning in creating the workshops. Our goal is to optimize the educators’ time with us,” says Cooke Institute Senior Program Specialist Susan Devlin. “By collaborating with leadership prior to planning and surveying their teachers, we were able to tailor the subject matter to meet the particular needs of the Imagine participants.”
"For an organization with 12 centers across two states, hosting an in-person Day of Learning in a professional setting was incredibly valuable. The Institute speakers offered meaningful insights and instruction on the three educational trends I had identified for the workshops, while also affirming and validating best practices already in place in our classrooms."—Jessica Cha, M.A., S.B.L, Director of Special Development and Training at Imagine Early Learning Centers
Cooke Institute provided thinking prompts for teachers to consider before the professional development event and key takeaways handouts for each age group following the workshops. Opportunities for participants to interact were embedded throughout the sessions, incorporating dedicated time for teachers and assistants to engage with one another and ask the presenters questions. Educators left with practical strategies such as “Keeping notes or using a simple observation log can help track developmental progress and identify emerging skills or needs,” and “Use the ABC (Antecedent-Behavior-Consequence) chart to observe a child’s behavior throughout the day and jot down what typically happens right before the behavior, the behavior itself, and how it is addressed afterward.”
For the full case study on the Imagine Learning Centers Conference, check out Cooke Institute's LinkedIn page. To find out more about partnering with CI on a conference for your school, contact us or see our website. For a complimentary subscription to receive future issues of this online journal in your email, click here.
“Cooke Institute's work is rooted in research and backed by empirical evidence,” says CI Director Aliza Kushner. “A key part of Cooke School’s mission is sharing our knowledge and expertise with the broader education community. We are educators and school leaders just like you. Hosting conferences in partnership with school systems is one way we help meet the needs of our community.”
As a division of the Cooke School, Cooke Institute (CI) shares the belief that all children deserve an education that leads to an independent future—one in which they can be included as integral members of the community. Since 1995, CI has expanded this vision by sharing our knowledge and expertise with others through ongoing coaching, consulting, and professional development activities. CI is a leading resource in the field of literacy, special education, inclusion, and interventions, proudly supporting school leaders and teachers in a variety of schools across the greater New York City metropolitan area.
