Executive functioning skills allow us to self-regulate and engage in goal-directed behavior (Fahy, 2014; Obermeyer, Shlesinger, & Martin, 2020; Turkstra & Byom, 2010). 

They allow us to do things like:

• Think ahead and make plans by predicting what might happen. 

• Use information from past events to make decisions about the future. 

• Problem-solve without needing explicit directions. 

• Adapt to changes in routines or unplanned events. 

• Come up with multiple options for working through situations (having a “plan B”). 

• Self-monitor and make adjustments to their plans with their end goal in mind. 

• Break complex tasks down into steps so that they know where to start. 

• Estimate how long a task may take, and what things they may need to do in order to get to their end goal. 

• "Read the room" and adapt their behavior accordingly. 

When students do not have well-developed executive functioning skills they may appear disorganized and overwhelmed, or may take longer to complete tasks that appear simple. Relationships can also be impacted due to difficulty reading social situations, understanding others' perspectives, or regulating emotions. Because they struggle to plan ahead, they often have negative experiences in school or when trying to form friendships.