Does Your Child Have an Executive Function Problem?

Abridged Executive Control Skills Checklist

Initiating Action

Begins homework/jobs with little or no prompting
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Devises solutions to solvable problems; doesn’t just “hope they’ll go away”
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Sets a specific time to act (Says “I’ll do it after school”, & does)
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Independently pursues hobbies and activities of personal interest
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Flexible Thinking

Can analyze a situation from multiple perspectives before taking action
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Able to have fun with available toys/diversions
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Can adjust to atypical behavior in a friend (“Justin’s grumpy because he’s sick”)
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Transition times rarely incite tantrums/excessive anxiety
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Sustaining Attention

Can adequately block distractions when needed
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Can tolerate boring or repetitive activities
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Can read a book or listen to one being read
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Doesn’t make you feel rushed to finish a conversation before s/he “spaces out”
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Organization

Consistently brings all homework/school notices home
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Keeps personal belongings organized and accessible
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Bedroom basically neat; messes confined, not “chaotic”
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Uses school book bag/locker effectively
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Planning

Is rarely short of time to complete projects
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Is able to coordinate multi-step projects in order, i.e. draw, cut, paste
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Considers consequences of actions
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Notices factors that could impact plans, i.e. checks weather before dressing
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Working Memory

Able to retain information long enough to apply it to new learning challenges
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Can remember and talk about what was learned in school that day
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Recalls procedural steps, doesn’t “stare blankly” when asked to “get started”
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Is comfortable accepting ‘memory responsibilities” (i.e. chores, dues, projects)
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Self-awareness

Picks up on important social cues such as taking turns during play with peers
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Uses appropriate vocal volume in conversation
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Rarely “crosses over the line” of acceptable behavior
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Accurately attributes the reactions of others to his/her own behavior
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Regulating Emotions

Able to shrug-off or quickly recover from minor disappointments
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Seldom overreacts to words or behavior of peers
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Able to use imagination, reason or logic to cope with adversity
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Emotions do not overwhelm reasoning skills or impair problem-solving
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