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Organising a school bag, starting homework, holding an instruction in mind, stopping oneself before doing something silly: all these tasks call on the executive functions. In ADHD, these are often fragile. Here is what they cover and how to help the child. Understanding these functions helps to better understand the child’s difficulties.
Executive functions are the abilities that allow us to control and organise our behaviour in order to achieve a goal. They are often compared to a conductor of an orchestra. They are essential at school as well as in everyday life.
They develop throughout childhood and adolescence.
To go further, read our article ADHD and the brain: what the research says.
Inhibition allows us to curb a reaction, resist a distraction, and wait. Its fragility partly explains impulsivity. It also helps to stay focused despite distractions.
We explain this point in detail in ADHD and impulsivity.
Working memory allows us to hold information in mind for as long as we need to use it, such as a multi-step instruction. When it is fragile, the child forgets along the way. Giving one instruction at a time and writing it down helps a great deal.
This topic is covered in our page My child forgets everything.
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Planning means knowing where to start, in what order to do things and how long they will take. The child with ADHD often has difficulty organising their tasks and their time. Visual tools, such as a planner, help offset this difficulty.
You will find more details in the article ADHD and organisation.
Flexibility allows us to move from one task to another and to change strategy. Difficulties with flexibility make transitions and unexpected events complicated. Warning the child in advance of changes helps them adapt.
Our article ADHD and hyperfocus complements this advice.
Executive functions also help to regulate emotions. Their fragility can explain intense emotional reactions. Helping the child recognise their emotions is a first step.
To explore further, see ADHD and anger.
Externalising what the brain struggles to manage: lists, timers, displayed routines, short instructions, diaries, breaking tasks down. These tools offset fragile executive functions. They also ease the mental load of the child and their parents.
The article ADHD and the diary looks at this question in detail.
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The abilities that allow us to organise and control our behaviour in order to achieve a goal. They develop during childhood.
Often inhibition, working memory, planning and flexibility. Working memory is often fragile.
By externalising with lists, timers, routines and short instructions. External tools offset difficulties.
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