The brain processes that help us successfully organize, concentrate, recall instructions, and balance various activities are known as executive function skills.
Children who are given a chance to practice executive function benefit for the rest of their lives, as does society. These abilities are essential for learning and growth. Additionally, they encourage good behavior and let us choose what is best for ourselves.
Working memory, mental flexibility, and self-control are three forms of brain function that are necessary for executive function. Because of their close ties, these functions must work together in order for executive function abilities to be effectively applied.
Impactful executive function quotes
Executive functions are something most of us acquire unconsciously. However, the road might not be so smooth for individuals with learning disabilities like dyscalculia. At the same time, among many tools and resources, quotes can be the ideal tool to invigorate zeal and enthusiasm in individuals.
1. “Deficits in executive functions such as planning, categorization, organization, and attention leave them lost amid a sea of things, unable to figure out what to do next.”- Anonymous
Executive function issues need to be addressed if someone has trouble planning, classifying, or paying attention, which is all essential life skills. A delay in looking over might cause a sensation of being lost or alone.
2. “Executive function strategies help students to go beyond the content that is being taught, so that learning is process-based rather than only outcome based.”- Dr. Lynn Meltzer
Instead of just skimming the material, strategies that support executive functions might help students achieve greater results with outstanding learning.
3. “Executive functioning skills are the processes in our brain that help us accomplish daily tasks. They make up our ability to organize materials, prioritize work, stay focused, and persevere through challenges.”- Anonymous
Our fundamental executive functions really help us flourish in our regular tasks. They support us in overcoming obstacles, completing tasks on time, improving our concentration, and time management.
4. “Executive function challenges are often mistaken for disobedience, laziness, defiance, or apathy.” –Chris Zeigler Dendy
As parents, educators, or friends, we frequently misinterpret everyday life difficulties as laziness, zero or little enthusiasm for working, or denial, which are actually executive function deficiencies.
5. “When they use strategies that address the core executive function processes, they also become independent learners and flexible thinkers, and can more easily bypass their weaknesses while using their strengths to learn efficiently.”- Dr. Lynn Meltzer
While mastering the use of executive function processes and putting them to use in daily life may help people work and learn in a wonderful way and quickly transition from areas of weakness to areas of strength.
6. “Teaching executive functioning skills too much is almost enough. Kids need lots of practice in order to generalize these skills in their own lives.”–Anonymous
Teaching executive function skills are virtually always important and extremely helpful in all circumstances, but using them in practical situations requires a lot of practice.
7. “Unless we give kids the chance to practice Executive Functions skills and experience success their brains will go into fight-or-flight mode.”– Jerome Schultz
Giving kids a chance to practice their executive function abilities in real-world situations is essential; otherwise, the brain will always respond in flight or fight mode.
8. “Executive functioning is not about knowing things. It’s about using what you know for effective performance in life-for social, occupational, and educational effectiveness.”– Russell Barkley
In essence, executive functioning understands how to perform well in a variety of contexts, including social, professional, and educational situations, in addition to situational awareness.
9. “The frontal lobes are said to have executive functions, meaning that they are where the supervision of many brain processes occurs.”– Anonymous
Executive functions are really processed in the frontal lobes, which are also where other brain functions are managed.
10. “A child with executive dysfunction knows what to do but cannot get it done.”– Anonymous
Although youngster has trouble using executive function abilities, they are nevertheless aware of what must be done in a given circumstance.
11. “People with ADHD know that they are bright and clever, but they are never sure whether their abilities will show up when they need them.” – William Dodson
Children with ADHD are aware of their skills and talents, but they have doubts about whether the proper timing and appropriate action can ever be achieved when required.
12. “What if your teen’s behaviors reflect a skill weakness rather than a lack of motivation?” – Anonymous
There are occasions when someone with executive function deficiencies may show skill inadequacy rather than a lack of drive, which is frequently misunderstood by others.
13. “It’s important for a child to know that their learning needs differ from those of their classmates.”- Anonymous
Similar to how each person is unique with their own characteristics, so too are the ways that people learn.
14. “Since impulsivity is part of this disability, avoid shaming students for behavior that is beyond their control.”- Chris Zeigler Dendy
The kid will occasionally act impulsively because of executive function deficits, and parents and instructors should recognize this behavior and respond appropriately rather than labeling the youngster names.
15. “Reward good behavior more often than you punish bad.”- Peter Jaksa
In terms of conditioning, rewards are more effective than punishments. When given rewards, a youngster is more motivated to execute the desired action.
Constant work on executive function: A must for all?
These abilities do not come pre-developed in children, but they do have the potential to do so. For the development of these skills, some kids might require more assistance than others. In other cases, children’s skill development can be significantly slowed down or impeded if they do not receive the support they require from their connections with people and the circumstances in their settings, or (worse) if those influences are causes of toxic stress. Children who grow up in unfavorable circumstances brought on by neglect, abuse, or violence may experience toxic stress, which can alter their brain’s architecture and hinder the development of executive function.
One of society’s most significant duties is to give children the assistance they need to develop these abilities at home, in early care and education programs, and in other environments, they encounter frequently. Children are given “scaffolding” in surroundings that support their growth, allowing them to practice the required abilities before having to do so on their own.
By forming and upholding supportive, dependable relationships, setting routines, and serving as social role models, adults may help children develop their executive function abilities. Children should also practice their developing skills through activities that encourage imaginative play and social interaction, teach them how to manage stress, involve vigorous exercise, and eventually give them opportunities to take more responsibility for their own actions with less adult supervision.
Conclusion
An individual’s executive functions gradually evolve and grow throughout the course of their lifetime, and they may always be enhanced.
The executive system of the brain is what you can conceive of as. We may arrange and handle the numerous chores in our everyday lives with the aid of these brain processes.
The capacity to carry out activities like organizing, prioritizing, planning, paying attention to and remembering details, and managing emotional reactions can all be significantly impacted by executive function deficits.
I am Shweta Sharma. I am a final year Masters student of Clinical Psychology and have been working closely in the field of psycho-education and child development. I have served in various organisations and NGOs with the purpose of helping children with disabilities learn and adapt better to both, academic and social challenges. I am keen on writing about learning difficulties, the science behind them and potential strategies to deal with them. My areas of expertise include putting forward the cognitive and behavioural aspects of disabilities for better awareness, as well as efficient intervention. Follow me on LinkedIn