Executive Functioning Coaching

What are Executive Function Skills?

Executive Functions (EF) are brain-based skills needed for an individual to execute and complete a task. These skills are based primarily in the frontal lobe of the brain, but rely on other areas depending on the task at hand.

Development of this area of the brain takes place gradually over the first two decades of life, with the rate differing from child to child. EF skills are fundamental to navigate the demands of childhood. Research has shown that children with deficits in these areas are often up to three years behind their peers. This may lead to struggles at home and school, as the child is unable to meet age-based expectations. As youngsters progress into adulthood these skills become even more critical.

EF skills have been defined in a number of ways; however, we break them down into 8 specific areas. The following chart provides definitions and examples of these skills. It demonstrates how EF skills may affect children in different areas of their lives.  One could also see how these functions, if not explicitly and effectively learned, could affect individuals throughout their lives.

What is Executive Function Coaching?

Does home feel like a battleground? Does it feel like you and your child speak different languages? Does your child know how to do the work at school, but can’t seem to get it completed on-time, effectively, or without missing simple steps? Then Executive Function Coaching may be the next step.

EF Coaching is an individualized skill-based program for students and adults who lack abilities in working memory, response inhibition, time management, planning/prioritizing, emotional control, metacognition, sustained attention, organization, goal-directed persistence, task initiation, and flexibility. Sessions take place in our office, online, or at the student’s home. It can be beneficial if at least one session could be conducted in the home in order for the coach to have an idea of the student’s home environment (e.g., study space, possible distractions, access to electronics, etc.). An initial brief assessment is conducted to identify EF strengths and weaknesses in the student and parents. This information aids the coach in helping parents support their child’s acquisition of new skills. Once areas of weakness have been identified, goals are developed and strategies are introduced. As sessions progress strategies are revised and modified to fit each student’s unique needs or preferences, which makes EF Coaching a collaborative process. As students begin to experience success and consistency in applying their skills and new systems, the frequency of session is decreased.

Typically, initial sessions are scheduled once weekly for an hour; however, this does depend on the needs of the student. Sometimes, additional sessions are helpful depending on the student’s workload; if there is a project, exam, or big assignment due, another session can easily be added. As progress is achieved and maintained sessions may drop to every other week, then once a month, and eventually as needed. Each student is an individual in terms of time needed to achieve his or her goals. Parent involvement also differs based on the age and goals of the student, and may evolve throughout the process.

Our goal in working with your family is to address the whole child. To that end, involvement with the student’s school may be necessary. Often coaches are in contact with an assigned school professional to increase consistency across a child’s environment and to make sure that the child is held accountable for his/her work.  This will only be done with the parents’ expressed consent and will always involve the parents in this process.