Executive Functioning

Links:

Any lesson can be successfully accommodated for a student with executive functioning difficulties. Most of these students will not need modifications to their programs, as long as some important accommodations are in place.

A number of best teaching practices must be followed faithfully in order to ensure the structured, consistent environment that students with executive dysfunction need.

These practices include:

• Clearly display a step-by-step agenda for each class period. Review it with the student(s) if necessary.

• Provide visual support for auditory information, including written directions and models of assignments.

• Chunk your lessons. Do not deliver more than 10-15 minutes of direct instruction at a time or students will become overwhelmed.

• Provide frequent movement breaks at least every 20 minutes. Allow students to stretch and elevate their heart rates to stimulate brain activity.

• Give advance warning of transition times or breaks in routine.

• Partner the student with a highly organized peer mentor.

• Give students multiple options for completing assignments and assessments. For example, allow them to create a comic book, act out a scene, or give an oral presentation rather than writing a report.

• If homework is a struggle, reduce the amount of work, as it will take a student with executive functioning issues much longer to complete an assignment. For example, on a math worksheet, allow the student to complete only the odd-numbered problems.

• Be aware of specific students’ IEP goals. Meet with parents and other professionals who know the student so you can best meet their needs.

• Challenge the students so they remain actively engaged. Inspire their natural ability and desire to learn!

• Bring humor into the classroom! If a student is having fun, he/she will be much more likely to remain engaged over a longer period of time.