THE BRAIN’S CEO

The Problem... Students need to be organized, but many of them fail to see and meet that need. As a result, they do just about everything the hard way. Their lack of organization and insight into being organized stands in the way of efficient school performance. Most of the time, these students may not even know what it means to be organized, so they lack goals for becoming organized. Many students with or without learning differences, and even gifted students often have problems with “Executive Functions.” This is a fairly recent term used to describe the way a person manages control of their life. These executive functions are very common and we often take them for granted. The easiest way to understand Executive Function of the brain is to draw a comparison with a management executive who typically plans, organizes, directs, and controls a business. Students with difficulties in the area of Executive Functioning may exhibit some of the following behaviors: they have difficulties applying learned skills to novel situations; they have difficulties with time management; they have difficulty making decisions; and they manage their emotions poorly. Problems with executive functions may manifest as cognitive or behavioral disorders in the following areas:

Abstract thinking Self monitoring Impulsivity Self regulation Perseveration Awareness Information processing speed Sequencing Planning Spontaneity Organizing Verbal Communication Problem Solving or reasoning Social Skills Goal Setting Metacognition

These behaviors may significantly impact a student’s learning ability, efficiency, self-esteem, judgment, and ability to interact socially with their peers. The bottom line is that a person’s executive function abilities are shaped by both physical changes in the brain and by life experiences, in the classroom and in the world in general. Early intervention to developing efficient skills in this area can be very helpful in providing students with a successful school experience.