By Lateefah S. Williams, Esq.
Executive functioning helps people plan, organize, initiate and complete tasks. These
skills are important in school, home, and everyday life. For students with ADHD, autism,
or learning disabilities, such as dyslexia, executive functioning can be more challenging.
Understanding the challenges that these students face and coming up with a plan to
support them is vitally important.
Neurodiversity means there is no right or wrong way for the brain to operate or process
information. “Being ‘neurodiverse’ means having a brain that functions differently from
the typical brain. Neurodiverse individuals — including those with autism, ADHD, and
learning differences—may think, learn, and perceive the world” differently, according to
the Child Mind Institute. Individuals who perceive the world the way most of society
does are referred to as neurotypical. That said, make no mistake. Neurodiversity has
nothing to do with intellect or IQ. A neurodiverse person may be the most intelligent
person in the room—based on the standard definition of intelligence.
Some executive function skills are time management, organization, and working
memory. These are skills that most neurotypical people don’t have to think twice about
because they come naturally. For example, when a student is given an assignment, that
student must understand the instructions, plan how to initiate and complete the
assignment, and focus on it until it’s finished. Each of these steps requires executive
functioning skills. Most neurotypical people can do these skills without realizing they are
using a certain skillset. For many neurodiverse or neurodivergent people, it takes a lot
more effort to successfully perform these tasks.
Executive Functioning and ADHD
Executive functioning is often a struggle for students with ADHD. Depending on the type
of ADHD they have (inattentive, hyperactive, or combined type), they may have trouble
sitting still, focusing on one task, or remembering instructions. A student with weaker
executive function skills may start their school assignment, but quickly get distracted by
something else. This doesn’t mean they are defiant or unwilling to do the assignment. It
simply means their brain works differently and an educator may have to use different
techniques to help them overcome an executive function deficit.
To help these students, teachers and parents can use tools like schedules, reminders,
clear step-by-step instructions, and breaks. Breaks can help students refocus.
Collectively, these strategies can make tasks feel less overwhelming and help students
build their executive functioning skills over time.
Executive Functioning and Autism
Students with autism may also face executive functioning challenges, although these
challenges can look different from a student with ADHD. A student with autism might
struggle with transitioning between activities or find it difficult to adjust to plans when
they change. Routines and clear instructions tend to be helpful for students with autism,
along with charts, which can make tasks easier to follow. Teaching students how to
break larger tasks into smaller tasks can also improve their executive functioning skills.
Supporting Neurodiverse Students
When students with ADHD or autism struggle with executive functioning, it can affect
their confidence and self-esteem. They may wrongly feel that they are not smart enough
to do what is being asked of them, when it really has to do with executive functioning
skills. This is where special education can play a role. Teachers and parents, along with
other professionals who work with neurodiverse students, can teach techniques or
create strategies that help students build these important skills.
Conclusion
Executive function skills are essential for school, home, and everyday life, but they can
be a challenge for students with ADHD, autism, and other neurodivergent conditions.
Special education plays a key role in helping these students develop the tools and
workarounds they need to succeed. With the right support, students can improve their
executive functioning skills, increase their self-esteem, and be better prepared for adult
life.
