Supporting executive functioning skills for students with ADHD in the classroom
Teachers often notice severely delayed or underdeveloped functioning skills in students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). These students almost always present with what is referred to as “executive dysfunction” (i.e., weaknesses in the cognitive processes that organize thoughts and activities, prioritize tasks, manage time efficiently and make decisions). The six areas of executive functioning most impaired by ADHD include activation, focus, effort, emotion, memory, and action. These affected areas can be observed by a student’s difficulty in planning effectively for future events (i.e., “time blindness”), trouble with managing short-term goals, organizing materials, setting schedules, uncontrollable emotions and/or impulses, and difficulty processing information (Rodden, 2021).
According to Russell Barkley, Ph.D., a lead researcher in the relationship between executive dysfunction and ADHD, “It is not that the individual does not know what to do. It is that somehow it does not get done (Diamond, 2005, p. 808 ) .
Individuals with ADHD
are quite poor at following through on something to completion. They tend to get bored with a task fairly quickly and often abandon unfinished tasks, bouncing from one partially begun project to another. They may have difficulty focusing on any one thing at a time. When doing homework or reading, they often find their minds wandering. Because focusing deliberate, conscious attention on completing a task is so arduous or aversive for individuals with the inattentive subtype of ADHD, they tend to try to avoid beginning a task, procrastinate, may forget to write an assignment down, forget to bring home the materials needed to complete an assignment, or lose materials needed for an assignment (Diamond, 2005, p. 808).
According to the VisibleLearning 250+ Influences on Student Achievement, inspired by the work of John Hattie, ADHD is the number one negative influence on student achievement, with an effect size of .90. Students with ADHD struggle with executive dysfunction as they continue into adulthood, making it even more critical to work with students to develop or strengthen these skills before graduating. When ADHD is not treated effectively, it has a negative impact on self-esteem. “It’s very common to see adults with ADHD grow up with a strong sense of underachievement. Continually hearing messages like “try harder” or “you should be doing better,” can get internalized and lead to anxiety and/or depression” (Fairbank, 2023, p. 3).
How to Improve Executive Functioning for Students with ADHD
Aside from more well-known, evidence-based strategies to encourage the development of executive functioning for students with ADHD, such as positive behavior reinforcement, goal-setting, organization assistance and extended time on assignments, other evidence-based strategies are becoming increasingly popular as they continue to show more effectiveness.
Executive Function Training and Coaching involve targeted instruction and guidance to help students develop their executive functioning skills. An Executive Function Coach works one-on-one with students and provides feedback and continuous support to assist the student in applying these skills across multiple areas in their lives – not just at school (Evidence Based Interventions for Executive Functioning, n.d.).
Mindfulness and relaxation practices continue to show evidence to improve executive functioning skills. When students are able to manage stress and anxiety better, they have demonstrated improvements in cognitive performance and executive control (Evidence Based Interventions for Executive Functioning, n.d.).
Resources
Executive Function Training and Coaching
The OT Toolbox – Executive Functioning
Executive Functioning – All You Need To Know (Video)
Motivational Interviewing for Students
Mindfulness and Relaxation Practices
Mindfulness Part 1 – Improving Executive Functioning
From My Classroom to Yours: Supporting ADHD with Mindfulness Techniques
References
250+ influences on student achievement. (n.d.) Visible-Learning.org. Retrieved September 10 from https://visible-learning.org/wp-content/uploads/2018/03/VLPLUS-252-Influences-Hattie-ranking-DEC-2017.pdf
Diamond, D. (2005). Attention-deficit disorder (attention-deficit/ hyperactivity disorder without hyperactivity):
A neurobiologically and behaviorally distinct disorder from attention-deficit/hyperactivity disorder (with
hyperactivity). Development and Psychopathology, 17(3), 807–825. https://doi:10.1017/S0954579405050388
Evidence based interventions for executive functioning. (n.d.). Parallel Learning. Retrieved September 10, 2024 from https://www.parallellearning.com/post/evidence-based-interventions-for-executive-functioning
Fairbank, R. (2023). An ADHD diagnosis in adulthood comes with challenges and benefits. Monitor on Psychology, 54(2), 52. Rodden, J. (2021). Executive dysfunction: Sign and symptoms of EFD. ADDitude. Retrieved September 2024, from https://www.additudemag.com/what-is-executive-function-disorder/
For more information, contact Kelley Neubert ([email protected]), Program Specialist, T/TAC at VCU.
Categories Behavior, Inclusive Practices