Even When They Understand It’s About Executive Function
You may already know ADHD impacts the development of executive function . You probably know what executive functions are (or at least you’ve heard them listed a hundred times): working memory, impulse control, organization, time management… the usual suspects.
And if you’re like most parents, teachers, or therapists, you’ve spent hours searching for ways to help your kiddo build these skills. Makes total sense.
But here’s where even the best intentions can go off track. We assume that strengthening executive function skills will solve the problem.
So we throw at them:
- Time management classes
- Organization training
- Working memory games
- Impulse control games
- And yep , another planner (🙄)
We pile on more knowledge, more practice, more tools. But here’s the truth:
ADHD isn’t about what the student knows. It’s about whether they can apply what they know when it matters.You can teach time management, organization, and working memory skills for weeks or months. But if those supports aren’t embedded in real tasks, they rarely translate to improved performance.
They need support and strategies that bridge the gap between thinking and doing, in real time, in real contexts.
Why More Teaching Doesn’t Solve It
Because knowledge isn’t the problem!! They know what to do. The gap is in the student’s ability to bridge thinking and doing during authentic school tasks.
- Teaching a student about time management won’t help if their brain struggles to use that knowledge at the start of a task.
- Practicing working memory drills won’t change the fact that multi-step directions fall apart in the classroom.
- Coaching impulse control won’t translate to a student remembering to pause before shouting out .
The Real Challenge: Functional Cognition
ADHD impacts functional cognition ,how individuals use their thinking, processing and self regulation skills to participate when the context demands it, not just in isolated practice.
Individuals with ADHD often:
- Understand the task
- Have the cognitive ability
- Struggle to apply that ability at the point of performance
The issue isn’t knowledge or effort , it’s using skills in the moment, when it matters most.
Support The Doing
To support individuals with ADHD, we need to scaffold executive function support in the natural context at the point of performance.
These scaffolded strategies don’t ask students to get better at the executive function skill itself through isolated drills. They shorten the gap between knowing and doing by embedding brain-aligned supports right at the point of performance.
And once that kid has some success , we guide them to design their own externalized cues and directs. We call them STRATS.
Example strategies that actually support functional cognition include :
Help Them Get Started
- Use a visual “start here” arrow or a highlighted box to show where to begin.
- Break big assignments into smaller chunks with mini-deadlines (“Try to finish this row in 5 minutes.”)
- Add something novel, a new color pen, a silly voice prompt, or a fun timer
These kinds of supports spark task activation, especially for students who freeze at the starting line.
Keep the Steps Visible
- Write down the steps for a task instead of expecting them to remember them.
- Use a checklist they can physically cross off or tap on a screen.
- Post simple reminders on the desk like: “1. Read the question. 2. Underline key words. 3. Solve.”
These tools hold goal information outside the brain so students don’t have to rely on working memory to stay on track.
The Real Shift: From Teaching Skills to Supporting Functional Cognition
When we stop assuming more teaching or practice of executive function skills is the solution and start focusing on functional cognition supports, we:
- Address the true challenge of ADHD
- Build participation, not just compliance
- Reduce frustration for students and staff
- Empower students to bridge the gap between knowing and doing
The table below compares traditional executive function skill building with functional supports.
Functional cognition strategies don’t ask kids to try harder they help kids try differently. So if you want to support your learners with ADHD, stop practicing skills in isolation. Instead start building supports that help students with ADHD do what they know in real time.
Download your copy of ADHD and Functional Cognition: Why Skill Training Alone Falls Short.
Executive Function Resource Roundup
Learn more about executive functions and explore actionable ways to support in these articles:
- Executive Functions for Classroom Performance- The 30% Rule
- Strengthening Executive Function Literacy the Classroom
- Executive Function Tests for School-Based Occupational Therapists
For more specific support explore the below articles :
The EASE Framework
For more , explore how The EASE Framework can help you design sustainable, practical supports that make success possible. The EASE Framework, is a comprehensive course that empowers you to confidently navigate the complexities of ADHD while designing collaborative interventions, sustainable accommodations, and evidenced based scaffolds that improve classroom participation and performance.
