A massive set of time management and/or project/task management skills that helps us estimate a realistic perception of the time, energy, and steps necessary to “execute” or accomplish a goal/task. This includes planning one’s day, using a calendar, planner, or agenda to plan long-term, scheduling, and planning one’s writing/essays/papers, etc. Planning is how we break down and chunk tasks into subtasks or baby steps.

Skills for knowing how to create “organizational systems” to keep track of things or do things that are organized enough that we can execute to meet our goals. Organization skills coaching for children focuses on building these systems in a way that actually sticks.

Executing (doing) the important thing over the preferred fun or easier thing when it matters. Decision-making skills.

Skills to stay “on task” and without distraction. Ability to manage and sustain attention while executing a task until finished. Resist the temptation to shift to preferred things. Able to avoid distractions. Able to redirect thoughts to the task at hand.

In order to focus, we must also build skills for “self-control” or “self-management” to resist or inhibit distractions. Inhibition is about one’s ability to hold back, to pause, to think before acting/speaking, to slow down and not be impulsive, and to have self-restraint when it matters. Inhibition is the opposite of impulsivity or hyperactivity. Inhibitory skills help us focus by inhibiting thoughts, emotions, and behaviors that are inappropriate for the setting or that go against our long-term well-being and goals.

Now, if we can focus and
inhibit, we need skills to initiate, self-start, activate,
get the ball rolling, get the train moving, or begin
execution of the important tasks.

Skills to follow through. Continuing to try until finished, working to full task completion, sticking with it, perseverance, and persistence. Self-regulates to sustain attention, effort, and execution. Tenacity. Grit.

Skills to be flexible, to shift from activity to activity or task to task effectively. Adaptable, can change gears, and get back on track. It includes getting from one class to another on time, being prepared, getting out of the house in the morning on time with everything needed, and even how we transition from one grade level to another.

Verbal self-talk and visual imagery strategies that help us “keep things in mind” as we work through things. Like juggling balls, these are short-term memory skills. Able to track important details during a process.

Having healthy tools to regulate emotional states and to stay focused on the tasks at hand. Ability to manage, express, and work through challenging emotions. Mindfully aware of thoughts and feelings. Has an understanding of emotional needs and a vocabulary to describe these things objectively. Not ruled by emotions, the nervous system, or the narrative. Responsive more than reactive. Many children working through ADHD Executive Function coaching see the biggest breakthroughs in this area first.

Skills for self-awareness, introspection, reflection, mindful awareness, and consciousness of what we are doing. Self-monitoring. Thinking about thinking. Self-evaluation skills to learn from mistakes and successes. Ability to take a step back, reflect, and problem-solve. Also refers to self-checking the quality of work and monitoring progress. Self-control, self-regulation.

This is crucial and is all about emotional regulation and “fear” of feeling uncomfortable doing the non-preferred task. Any approach to Executive Function coaching that does not help with the resistance is missing the boat. These are skills that must be built.

While “self-care” isn’t exactly an executive function “skill,” I listed this because one’s ability to practice good self-care and wellness habits has a massive impact on EF and requires EF skills. Restful sleep, food that actually nourishes the body, and adequate exercise. Incorporating Executive Function activities for kids into daily routines, including movement and mindfulness, supports all of these areas naturally.

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