It’s Integrated, Not Separate
Many school based occupational therapy practitioners (OTP) struggle with their role in supporting executive functions in the classroom.
Are executive functioning skills within our scope? How can we possibly add another area to support our already overburdened caseloads?
Executive functions, fall squarely within our scope of practice. In fact, according to OT Best Practice, “The intersection of executive function and environmental demands is the focus of occupational therapy services in the educational setting.” This post explores why this intersection is crucial within all the areas school-based OTs already support.
Understanding Executive Functions
Executive functions encompass a range of cognitive processes essential for cueing and directing all goal-directed behavior, problem-solving, and self-regulation.
These cognitive functions include but are not limited to inhibition, initiation, planning, organization, cognitive flexibility, emotional regulation, working memory, and attentional control.
In the context of education, evidence supports that strong executive functions are fundamental for academic performance and social-emotional well-being.
The OT Practice Framework as a Guide
The Occupational Therapy Practice Framework (OTPF) provides a comprehensive guide for understanding the scope of OT practice. Within the educational setting, OTs address various areas outlined in the OTPF, including activities of daily living, instrumental activities of daily living, education, work, play, leisure, and social participation.
Executive functions intersect with each of these areas, influencing a child’s ability to participate fully in academic and social activities. These cognitive skills are intricately woven into every single school-based occupation, from handwriting to sensory processing to independent participation in daily classroom tasks.
Executive Function in Supporting Handwriting, Sensory Processing, and Classroom Tasks Performance
Handwriting, sensory processing, and daily classroom task performance are common areas where school-based practitioners provide support. Executive functions significantly impact the acquisition of handwriting skills, written expression, sensory processing for self-regulation, and daily classroom task performance.
Handwriting and Written Expression
Writing is a complex process that requires the integration of transcription skills (handwriting, spelling) with executive function skills (planning, organization, and self-regulation) to enable text generation (outcome as words, sentences, composition).
The intricate processes are guided and constrained by working memory. (Berninger et al., 2006)
The student who is able to form the letters in isolation or short words in your therapy room but not generalize it back to the classroom is often the student who requires executive function support to meet written expression expectations.
Children with handwriting difficulties, such as dysgraphia or developmental coordination disorder (DCD), often struggle with executive function skills necessary for proficient writing. Learn more about written expression here.
Sensory Processing
The relationship between executive functions and sensory processing is bidirectional and interconnected. The link between executive functions and sensory processing lies in their intertwined roles in regulating and managing information within the brain. These two systems often work in concert, with executive functions helping to modulate sensory input and responses.
For example, individuals with strong executive functioning skills may be better able to filter out irrelevant sensory information, focus on important cues, and regulate their responses appropriately. Conversely, difficulties in executive functions can lead to challenges in processing sensory information effectively, resulting in sensory overload, distractibility, impulsivity, or difficulties in self-regulation.
Classroom Task Participation and Performance
Executive functions are indispensable for managing classroom tasks such as unpacking a backpack, organizing materials, and following multi-step directions. Challenges in these areas may stem from difficulties with executive function skills rather than non-compliant behavior.
Executive functions have a long developmental span. In the classroom, it is difficult to determine the difference between compliance and completion. Is it that the student “does not follow classroom rules and procedures” or are they having difficulty with the executive function skills needed to complete the classroom procedures? Learn more about classroom procedures here .
Your Caseload is Laden with Executive Function Challenges
Most of the common childhood disabilities that OT’s already support in school impact the development of executive functions. Several common childhood disabilities can impact executive function development. ADHD, autism, dyslexia, dysgraphia, DCD, anxiety disorders, and trauma-related conditions may affect executive functions, influencing academic performance and social interactions.
Integrated Executive Function Support
Supporting executive functions isn’t merely an additional task; it’s imperative for improving classroom performance and participation. These cognitive skills are intricately woven into every single school-based occupation, from handwriting to sensory processing to daily classroom tasks. Without addressing executive functions, we cannot fully support children in navigating the demands of their educational environment.
Understanding executive functioning and its implications for classroom performance, school-based OTP’s can better delineate between challenging behavior and lagging skills. We can develop scaffolded interventions to support learning within the students’ specific context. School-based OTP’s can implement individualized environmental modifications and strategies to scaffold EF and support occupational performance in the classroom.
Supporting executive function is not another area on our to-do list, but learning how to integrate improved executive function support into the goals you are already addressing can be.
OT4ADHD provides the knowledge tools and resources you need to support executive function challenges. Explore our blog posts and resources linked below for strategies, testing methods, and practical tips for integrating executive function support into your school based practice.
