Students with ADHD – Executive Function

Students with ADHD – Executive Function

As we speak of learners with attention deficit disorders, some of these students struggle with executive function. Now, what is executive function! It is scientifically believed that executive function is regulated by the frontal lobe of the brain, which is our prefrontal cortex. The executive function in our brain governs our cognitive abilities and the way we think to plan, organize, focus and prioritize. Executive function is described as the neurological process that involves self-regulation. Therefore it controls our impulses, our social behaviors, and our instinctual impulses, appropriately.For students who are challenged in these areas experiences a hard time using their skill in doing get things done.

Helping students with ADHD who struggle with executive function needs special education teaching strategies, but before that knowing the implications of executive dysfunction are essential. Problems faced by learners who have executive dysfunction can manifest through difficulty in doing things independently, may take a lot of time just to dress up, or even maintain relationships with others.

3 simple strategies to help learners with executive dysfunction –

Create checklistsCompleting tasks can be both tracked and monitored minimizes the mental and emotional strain on your learners with executive dysfunction. As oftentimes these learners may get lost in the decision-making process having a list can help them move along the day without having to think about it too much. The checklist can act as a motivator to keep their focus on rather than getting into the thinking process and drain their mental energy. These checklists can be optimized with the different needs of different kids. And their timing of doing various tasks can be directed to keep them following through daily activities.

Use RoutineRoutine can help children with executive dysfunction be on time as well as organized with their daily activities. Establishing a routine can also gradually help them in developing a sense of timely manner and also understand how everyday chores come after one another. Routine with adult supervision help children with executive dysfunction behaves well without much destruction. As a result, they will be in much control over their impulses and stay focused on their learning.

Reward as motivationReward systems can fuel external motivation, which is ultimately going to help students who are dealing with executive dysfunction to stay on track of the things that they need to do. Making a chart for rewards on the tasks especially the ones that are difficult for them to complete can help them be connected and do things on time. For instance, doing homework on time comes up with an incentive of the kid's likings such as letting them play video games. Rewards can be non-materialistic as well, such as adding start after they finish each task on time, also appreciate them for their hard work and keep them motivated with your words.

Final WordsChildren with ADHD already struggle with their impulse control, and when the executive functional area is a challenge for them, developing skillsets on organization, timeliness, and being on track becomes harder for them. In school, generally, we teach children about organizational skills, since learners with executive dysfunction already struggle in this area, teachers can use mixed or specific strategies to help these learners develop their organizational competency. Most importantly, having enough patience is essential. To help them develop these foundational skills special education teaching strategies need to be harnessed well, SEN courses for teachers can help educators build their proficiency.