In previous blog posts, we reviewed the importance of self-awareness and several tools for identifying one’s executive functioning strengths and weaknesses. But what do we do with that awareness?
For younger kids with difficulties in executive functioning, caregivers and teachers must often serve as a child’s prefrontal cortex by providing scaffolding, external structures, and limits. Renowned psychologist Peg Dawson refers to these supports as environmental-level interventions. These include the implementation of routines and schedules, the provision of color-coded folders and visual aides (e.g., checklists), and the use of cues to prompt behavior. Essentially, these interventions modify the environment in a manner that reduces the load on a child’s executive skills.
While some kids naturally internalize these environmental modifications through modeling alone, many require individual-level intervention to more independently use strategies and supports as they mature into adolescence. As such, skills training and experiential learning are often needed to provide practice with skills and motivation for their use. Over time, the expectation is that caregivers gradually reduce direct instruction, supervision, and cues to promote the child’s independent functioning.
On paper, this sounds straightforward. However, it is easier said than done for most families, and implementing these interventions consistently can be tricky. On the environmental side, routines across home and school settings vary, parents and teachers are already overloaded, and striking the balance between accommodating and challenging is rarely straightforward (especially in high-stakes situations). On the individual level, ADHD brain wiring complicates this process. ADHD brains often don’t respond as well to natural rewards, have trouble recalling multi-step strategies and plans, and struggle to keep up with a new process once the novelty wears off.
The reality is that the process by which kids with ADHD develop independent executive functioning skills is usually slow and nonlinear.
Because of this, caregivers often toss out strategies, assume that growth is impossible, and resort to a disconnected or enabling approach. Sometimes, it feels easier to become your child’s personal assistant, even if you know this is not sustainable or best for your child’s autonomy. No blame game here! We often see this, and we get it!
So, before we dive into strategies, it's important to set realistic expectations for the process of executive functioning development:
Slow and steady wins the race. Focus on baby steps and progress over perfection.
Involve your child in this process. Elicit their ideas and feedback, engage in active listening, and ask reflective questions. More on this to come!
No one does this perfectly. Each new day comes with a “reset” button, so tackle today and give yourself grace. Side note: Adult resetting is great modeling for kids with ADHD!
Balance progress with acceptance. ADHD brains are charming, inventive, and observant in settings that work with their brains and not against them. This isn’t about “fixing” an ADHD brain, but it's about finding ways to help it adapt to the systems and world in which we live.
Stay tuned! In our next few posts, we’ll explore ADHD interventions at the environmental and individual levels and discuss some of the barriers (including motivation!) that prevent people from developing or independently using executive function skills.
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