The Autism Society Event and Education Recordings Archive

Do you work with a student or have a child who is disorganized, inflexible, impulsive and who struggles with planning and problem solving? In this dynamic, hands-on, content-rich learning opportunity, powerful, evidence-based practices will be demonstrated that enable individuals with executive function deficits to thrive in all environments. Executive function (EF) is a collection of mental processes that assist in organizing, planning, problem-solving, attending to and remembering details, remaining calm under pressure, and being flexible when things do not work out right the first time. The manifestation of EF challenges is unique to each individual and unrelated to motivation and intellectual abilities.  Whether mild, moderate, or severe, EF challenges significantly affect everyday functioning at school, work, community, and home (Coyne and Rood, 2011).

Because completing most tasks requires the successful orchestration of several types of EF skills, in reality, these functions are not entirely distinct, but, rather, work together to produce competent executive function (Center on the Developing Child at Harvard University, 2011).

For many individuals who have autism, EF deficits can seriously impact success in school.  Through implementation of the Common Core State Standards, expectations for students and teachers have increased dramatically. With the expectations for students to plan, problem-solve, and work as part of a group, many students with EF deficits may struggle to succeed.

Educators are in need of evidence-based strategies that can be incorporated into the general education environment and that are designed to support EF skills. Fortunately, there are numerous evidence-based practices that can be integrated into tasks and routines that positively impact EF skills.  Strategies that improve executive functioning can be effectively and efficiently implemented in the common core classroom and other school settings. Environmental supports and meta-cognitive strategies can be used with students of all ages and can provide the kind of scaffolding needed to assist individuals in navigating the often confusing demands of the classroom.  These supports and strategies can be adapted and implemented to support individuals in home, vocational, and community environments as well.

Teachers in classrooms of all levels, as well as related school personnel such as speech and language pathologists, school psychologists, administrators, and paraeducators, have successfully used the strategies that will be presented in this session with a variety of student populations. These environmental supports and meta-cognitive strategies allow students with EF deficits to increase their flexibility, remain emotionally level, control their impulses, effectively plan, and problem-solve in the classroom environment. Many of these supports and strategies have been adapted for use in other environments as well by parents, counselors, social workers, and employers.   Although EF deficits can greatly impact school performance as well as the ability to thrive in home, community, and work environments, EF skills can be mediated through the use of evidence-based practices. Furthermore, individuals with EF deficits can be taught to use the strategies independently, leading to generalization and sustainable improvements.

Given the right tools, parents, educators, and others who work with individuals with EF deficits can effectively structure the environment and teach strategic thinking skills that will support the critical life skills of flexibility, leveled emotionality, impulse control, planning, and problem solving. Many of these strategies can also be taught to individuals with EF deficits who are transitioning to the world of work or entering institutes of higher education.

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