From WebMD:

http://www.webmd.com/add-adhd/guide/executive-function

Executive function refers to a set of mental skills that are coordinated in the brain's frontal lobe. Executive functions work together to help a person achieve goals.

Executive function includes the ability to:

manage time and attention
switch focus
plan and organize
remember details
curb inappropriate speech or behavior
integrate past experience with present action

When executive function breaks down, behavior becomes poorly controlled. This can affect a person's ability to:

work or go to school
function independently
maintain appropriate social relationships

Types of Executive Function
Executive function can be divided into two categories:

organization
regulation

Organization involves gathering information and structuring it for evaluation. Regulation involves taking stock of the environment and changing behavior in response to it.

To me, this exactly sounds like the "messy closet" - that's a great way to think about it.

I've seen 4 yr olds just not be able to follow the same routine done at the same time, in the same way (what to do to get lunchbox out, organized, eat, clean up, brush teeth, put out sheets on cot, sit on cot) ..... child doesn't remember what to do, can't stay on task, gets distracted by every shiny object/child/request/noise and doesn't get one thing done, never mind all the rest..... checklists, checklists, checklists. Those help support the child - so in the cubby you have a 1000 slips of paper with checklist on it, small clipboard and pen attached with:

put away food and throw away trash
lunchbox into cubby
use toilet
wash hands
brush teeth
set up cot with blankets
get book for cot
rest on cot


child literally checks box off next to each item as s/he goes through it, when done throws away paper so tomorrow the clipboard is prepped and ready to go.

In the morning, you make checklist
toilet
get dressed
eat breakfast
toilet again
get backpack, coat, mittens, hat, boots on
get into car/walk to bus

before bed, etc. all need checklists.

When I've had children in my classroom, I would just say "look at your checklist' when they asked 'what should I do next" or I would remind them to check their list - that way I wasn't the bad guy, I wasn't giving too many words and confusing - they would check the list.

Obviously, if children can't read, you use simple sentences but also pictures of each item.

PP - I know you weren't asking for ideas, but I have one for the math skipping of problems.... could you have your child use a ruler below the first row of problems, and do the math problems above that ruler, then shift the ruler down one row and then do that row, and so on? Only, I wouldn't use a real ruler because it's not wide enough, but cut a piece of cardboard in a 3 or 4 in width, so it would block out the ones below that line, to keep her from being distracted. Use shirt cardboard, or the cardboard from the back of a notebook.... rather sturdy so it wouldn't get mawled in her backpack.

And I'd make two - I'd leave one in her desk/cubby at school and one for home, clearly marked "Home" and "School" so they don't both get home or both get to school.

She still might skip around on the row, but at least would get all those in one row before moving to the next row. and that would also help her check to undone ones - move cardboard down row by row and check her work.

Anonymous wrote:I'm not a professional--warning sirens sounding--but in my 9-year old, it means she needs a checklist to make sure she's bringing everything to and from school that she needs (including lunch box, jacket, homework folder). She will often raise her hand in class and then forget what she was going to say.
Of course, typically developing kids sometimes do this, too, but it's quite frequent with my child.
Other than forgetfulness, she'll zone out. "What did I just say?" and she'll have no clue. She'll forget the name of a character in a book she's reading from page to page. Or there will be a worksheet of math problems and she'll have trouble completing one row and starting on the next one--she'll skip around, unintentionally.
Some professional once said her mind is like a messy closet. Sometimes, she reaches in and pulls out the precise thing she needs. Sometimes, she rummages around and eventually finds it. And sometimes she just can't find it and forgets what she was looking for.
That said, she's a happy, friendly, kind child. I wouldn't trade her for a more brilliant unhappy kid. But we are getting a lot of intervention, because her issues are starting to affect her self-esteem.

Not sure if that helps, but that's how I understand it. I'm her mom. I tried to read, "Late, Lost and Unprepared" which deals with executive functioning disorder, but it didn't help me much.

My kid is just like this (among other issues). We are getting testing done soon. Did they diagnose your daughter with ADHD? or just executive functioning disorder?

I'm not a professional--warning sirens sounding--but in my 9-year old, it means she needs a checklist to make sure she's bringing everything to and from school that she needs (including lunch box, jacket, homework folder). She will often raise her hand in class and then forget what she was going to say.
Of course, typically developing kids sometimes do this, too, but it's quite frequent with my child.
Other than forgetfulness, she'll zone out. "What did I just say?" and she'll have no clue. She'll forget the name of a character in a book she's reading from page to page. Or there will be a worksheet of math problems and she'll have trouble completing one row and starting on the next one--she'll skip around, unintentionally.
Some professional once said her mind is like a messy closet. Sometimes, she reaches in and pulls out the precise thing she needs. Sometimes, she rummages around and eventually finds it. And sometimes she just can't find it and forgets what she was looking for.
That said, she's a happy, friendly, kind child. I wouldn't trade her for a more brilliant unhappy kid. But we are getting a lot of intervention, because her issues are starting to affect her self-esteem.

Not sure if that helps, but that's how I understand it. I'm her mom. I tried to read, "Late, Lost and Unprepared" which deals with executive functioning disorder, but it didn't help me much.

Executive functioning issues are more a symptom than a disorder in and of themselves unless something changed with the DSM5. You usually think of ADHD, but kids on the spectrum also typically have executive functioning issues. I think teachers can usually tell if a child has this issue or not and it won't be masked by an LD.

How old is your child and what grade is she/he in? Strategies vary based on the demands of the grade level.

What are some of the symptoms of executive function disorder? Can it be masked with other LDs? And what are some strategies you have in place in the classroom to help your child succeed?