Master Executive Functioning

Executive Function and Working Memory

The first component of executive function is the development of working memory. A child who has good working memory can hold on to an idea, manipulate that idea, and make a clear decision.

A child with good working memory remembers that when she sees that it’s raining, she needs to wear a hood or a hat and can visualize where a rain jacket with a hood is in her closet. She can sort out all the other items in her room, usually on the closet floor or in her closet, and immediately find that jacket. The child who has difficulty with working memory has a short attention span. She may remember only one step of a two-step direction, which makes it hard for her to complete any task, even one that she might enjoy. This child may have difficulty finding her clothes and books and may not be able to figure out where she is supposed to be. She may not be able to stay on one topic while talking to her friends and has difficulty retelling the events of an activity.

Another skill is called set shifting , which is a part of working memory.2 The key aspect of set shifting is the ability to make a transi- tion from one activity to the next, switch attention from the teacher to playing with a friend, or change focus and shift from one task to another. This skill is important in order to master problem solving or simply moving around a classroom and playing and talking to the other children. In order to do this, the child must first create a mental representation of a task, remember it, shift attention to the new task, and change from the old idea to the new one.

Problems with set shifting appear when a child doesn’t want to leave the first task and go to the new one. A child who can’t shift tasks can become upset by new situations. She will also have trouble adjusting to new people, such as a babysitter or a substitute teacher, which can leave her feeling confused and often vulnerable.

Executive Function and Emotions

Executive function also encompasses the ability to modulate emotions and emotional responses. Children who have difficulty set shifting likely also have difficulty controlling their emotions, because their confusion affects their ability to modulate emotions in any situation.

A child who has difficulties in this domain may be unaware of how his behavior affects others. He will frequently lose control and can’t regulate his response to situations. He may cry easily, laugh hysterically when incidental things happen, or have a temper tantrum. He may act like a wild child or be sillier than his peers. He is impulsive and rest- less, and he often gets out of control and sidetracked during activities. A child with poor emotional control overreacts to small problems and has angry outbursts and mood changes. He can’t see the big picture, gets stuck on details, and may be overwhelmed by them.

Executive Function and Planning or Organizing

The skills related to planning and organization are also part of executive function. These skills allow a child to manage current and future tasks within a situation. The planning component relates to the child’s ability to anticipate what is coming next.

The organization component relates to the child’s ability to bring order to his actions or collect materials or select things that will bring order to a situation. Children with organizational issues often approach a situation in a haphazard fashion and sometimes may begin by throwing things instead of selecting items or tasks. These children’s bedrooms may be strewn with toys and clothes. One parent told Ann that she wanted to say goodnight to her son and tried to reach his bed, but tripped over his toys and then slipped on a jacket on the floor and broke her ankle in the process.

A child who has difficulty planning and organizing may try to put away big toys in small spaces where they don’t fit. Or in the middle of that task, he may forget what he is doing and wander away. He has trouble thinking of ways to solve problems. He leaves a huge mess for others to clean up. As in the example of the three children preparing for a family trip, one child can’t find her socks, another can’t find a special book, and the parents are not planning the steps for their children to be able to get out the door smoothly. This doesn’t mean that they all have executive function difficulties; it shows only that most preschoolers need consistent help with organization and planning skills.

Additional skills that fall into the executive function umbrella are described as cognitive control functions. This term can be used inter- changeably with what we think of as organizational skills.

How Executive Function Helps

Executive function skills help children in a number of ways:

• Hold information in their mind.
• Shift from one task to another.
• Carry out multistep activities.
• Solve problems and make decisions.
• Control their emotions.
• Plan for the future, both short term and long term.
• Organize their materials for an event.
• Decide what to pay attention to in a busy sensorial field.
• Decide which activities to pursue and when.
• Organize their bedroom.

A child with executive function deficits doesn’t lack all of these skills. She may be good at controlling her emotions but struggle to plan and organize. Or her working memory may be fine, but she is distracted when she has to change tasks.