“Johnny is so smart, how come he cannot remember to turn in his homework.”
“Sally knows the math, but then gets the problems wrong on the test.”
When “bright” kids underperform, weaknesses in executive functioning are often to blame. Executive function refers to the “supervisory” system of our brain that helps us execute high-level tasks, such as the ability to plan, organize, solve problems and control our behavior. Research shows that executive functioning is one of the key predictors of success in school and in life.
Schools are spending less and less time promoting development of executive skills and addressing weaknesses in executive functioning, so the responsibility is now falling on parents. What should parents know and what can they do to help build these skills at home?
Children typically present with both strengths and weaknesses in executive functioning. Neuropsychological evaluation can help to identify a child’s individual pattern of strengths and weaknesses and develop an individualized plan to help the child utilize strengths and compensate for areas of weakness. The evaluation can also help parents and children understand the reasons for the difficulties so both can play a more active role in addressing them in a way that does not affect the child’s self-confidence.
Parents can also work with the neuropsychologist to develop strategies to promote development of executive functions. Some specific strategies are outlined below.
Attention and Mindfulness
To build listening skills:
Use the child’s name when speaking with her, maintain constant eye contact, and ask her questions to make sure she is paying attention.
Engage in activities that involve taking turns (board games) and call the child’s attention to moments when the spotlight is on someone else.
Have the child go on “seeing/hearing adventures” where she is asked to pay attention to the sights or noises around her and then talk about them afterwards.
To build attention skills during challenging tasks:
Minimize distractions such as noise, clutter in workspace and access to phones/computer/TV.
Use self-talk, as having the child verbalize out loud each step and action can help her stay focused and “in the moment.”
Break tasks into smaller, “less overwhelming” pieces so that the child works for a short period of time, takes a break, and then returns to the task with renewed focus.
Working Memory
Make learning multi-sensory and active. Have the child write down information (map it out, outline it) or say it out loud while she is learning it (have her teach you!). When possible, have her form a picture in her mind of what she has read or heard.
Chunk information into small bits of information to make it “more digestible.”
Planning/Organizing
Keep a family calendar and review it with everyone regularly. This not only models organizing/planning skills, it helps the child understand how everyone’s schedule is organized to make up the bigger picture of the household and alerts everyone to events.
For younger children, maintain a visual daily check-list that includes every step the child needs to follow (wake up, brush teeth …). Break down each step into specific timeframes to aid the child in time estimation and time management skills.
For older children, help them maintain their own schedule and learn to plan and prioritize tasks.
Designate a specific location for studying. Study materials should be organized in a manner that makes them easy to identify. The child should have a binder with color-coded sections for each subject or individual color-coded notebooks (with pockets for filing papers).
On a nightly basis, backpacks should be emptied/cleaned/organized and papers filed in their appropriate notebook. On a weekly basis, school papers that are no longer needed should be filed in a larger accordion folder that is organized by subject.
Time Management
Clocks (analog), watches, calendars – make them pervasive in your home and reference them frequently for your child.
Conduct “time management/planning” discussions every night before the start of homework. Have your child list the assignments that need to be completed. Teach time management skills by having your child estimate how long they think each task is going to take, in which order tasks should be done (depending on energy level and estimated time of completion), and then have them log how long each assignment actually takes.
For older children with smartphones, teach them how to use their phone to make them “smarter”…
Teach your child to use the phone alarm application to remind her to do specific tasks in a timely fashion, improve time estimation skills and self-monitor performance.
Teach your child to use the notepad function for to-do lists and jot down information she might forget.
Teach your child to use the calendar to track short-term and long-term assignments/appointments.
With proper support, children can be taught to break down complex tasks into smaller steps to feel less overwhelmed and be more efficient and productive.
Kim Goldstein Zinn, Ph.D., is a neuropsychologist at Weill Cornell Medicine/New York Presbyterian Hospital who specializes in assessment and treatment of children, adolescents and adults. She uses cognitive remediation and psychotherapeutic techniques to help patients function at their optimal level.
Beth B. Rabinovitz, Ph.D., is a neuropsychologist at Weill Cornell Medicine/New York Presbyterian Hospital Westchester Division. She specializes in neuropsychological evaluation of children and adults with a variety of developmental, neurological and psychiatric concerns. She provides individualized recommendations and intervention strategies to help each individual meet his/her potential.
