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Challenges with Executive Functions impact the lives of students with ADHD
1. What are executive functions ?
Executive Functions have a far reaching impact on a student's performance both at school and in everyday life.
2. Executive Functions and ADHD
Executive functions can be thought of as skills for life and are found in the frontal lobe.
They are not linked to intellectual ability. They seem to develop automatically in many
students but in others the development can be much slower and uneven. Many now
believe that the executive functions continue to develop into young adulthood. However
for someone with ADHD there can be a 3 - 5 year delay in the development of executive
functions (Barkley, 2015).
Dr Thomas E Brown has been involved in helping people rethink ADHD and
understand the range of skills affected. He describes ADHD as a 'Developmental
impairment of the brain's management system: Executive Functions'.
His model highlights the different areas which can be affected.
3. Task Initiation challenges
Task initiation is a genuine difficulty in getting started. It can be misunderstood
and teachers and parents may think that the student is being 'lazy' or is 'choosing'
not to do the task. Sometimes the student's intellectual ability is also questioned
as it can seem like the work is too difficult. Task initiation is complicated and
there can be many reasons for difficulties in this area.
*Working Memory
Working memory can be overloaded by the introduction to a lesson leaving
little mental energy for the rest of the lesson.
*Task seems overwhelming
The task may seem too long or too complicated.
*Unsure of first step
The brain could be 'buzzing' with too many ideas, it can be hard to know
how or where to start.
*Fear of failure
Previous experience of not completing tasks properly and negative feedback
makes the student reluctant to attempt.
*Every task seems new
Poor recall of previous lessons can make each task seem demanding and new. Tasks do not link or build on each other as the teacher intended.
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4. Brain chemicals
The differences in the brain chemicals for those with ADHD bring an additional challenge to task initiation. People with ADHD have an 'interest driven' brain due to the level of neurotransmitters. It is harder for them to feel 'content' or 'satisfied' by routine task, as there are lower levels of dopamine. This is caused by lower level of the neurotransmitter norepinephrine. It looks like students are choosing not to do a task when their brain chemicals are making it hard to engage.
5. Strategies to support task initiation
Modeling tasks
Thinking aloud can really help students to understand the thinking process and how to approach a task step by step. Many students do not realise that sorting and prioritising ideas is part of the process for most tasks. They may perceive that others are finding the task simple because they can not see the thinking involved.
Breaking tasks into smaller parts
Giving the tasks in smaller parts by cutting up the worksheet, sharing one question at time on the board or online. Provide a checklist with numbered steps. Make expectations clear and give a time scale for each part.
Discrete support
Avoid checking in with the student with ADHD first. Support can be given more discretely. Allow the students to work with a partner for the first few questions. Leave the answer to the first couple of questions on the board. Provide printed notes with key information on each table. Check in and explain the task to someone nearby. Make any support available to all.
Worked examples
Show an example of the end product at the beginning of the lesson. In Maths provide sheets with examples of the method or steps needed for a calculation. Consider helping the student make their own 'Maths dictionary.' Provide example answers, sentences and paragraphs.
Scaffolding
Tasks can be made easier to navigate through giving structure. This also takes away the fear of the blank page. This is not about making the task intellectually easier but is about providing tools to help students to organise the thinking process. Providing sentence starters and word lists can make a big impact. Charts, graphic organisers and diagrams are also useful.
6.Creating a supportive learning environment
-Provide choice
-Allow students to show their understanding in different ways.
-Understand that students learn differently.
- Discuss the learning process
- Make questioning and making mistakes a normal part of learning.
- Celebrate strengths
- Think about reward systems, language and feedback.
- Celebrate differences.
- Encourage collaboration
- Develop a supportive environment where students can discuss and share ideas
