ADHD - www.leonpsychology.ca

EXECUTIVE FUNCTIONS DEMYSTIFIED: STRATEGIES TO IMPROVE ORGANIZATION, TASK COMPLETION, AND MORE

Posted on 23 November 202320 December 2024 by Dr. Stephanie Leon

EXECUTIVE FUNCTIONS DEMYSTIFIED: STRATEGIES TO IMPROVE ORGANIZATION, TASK COMPLETION, AND MORE

Executive functions encompass a set of cognitive skills that enable individuals to manage and regulate their thoughts, actions, and emotions effectively.

Individuals grappling with executive function challenges often encounter difficulties with disorganization, procrastination, forgetfulness, and an inability to follow through with plans.

Your brain is an Orchestra

Imagine your brain as an orchestra, and the executive functions as the conductor sitting at the very front of the brain (behind your forehead). Just as a conductor directs and coordinates every musician in an orchestra to play harmoniously together, your executive functions oversee and manage various mental processes in your brain.

The conductor (executive functions) decides which instruments (cognitive skills) need to play at what time, sets the tempo, and ensures that every section of the orchestra follows the musical score (your goals or tasks).

When the conductor is skilled and in sync with the orchestra, the music flows smoothly. Similarly, when your executive functions are working well, you can manage your time effectively, solve problems efficiently, control your actions and emotions, and switch between tasks seamlessly.

However, if the conductor is struggling or absent, the orchestra may become disorganized, playing out of tune, missing cues, and generally sounding awful. Similarly, when your executive functions are impaired or challenged, you might become disorganised, make errors, feel overwhelmed and dysregulated leading to a sense of chaos or inefficiency in your daily life.

Types of Executive Functions

– Planning and Organization:

Planning involves setting goals, outlining the steps needed to achieve them, and prioritizing tasks based on urgency or importance. On the other hand, organization involves approaching tasks and information systematically. We all have different internal organizational systems that dictate our thoughts (e.g., using weekdays to conceptualise time), belongings (e.g., organizing clothes by season or colour) and actions (e.g., internalized habits as to how to greet others depending on how well you know them). When we don’t, things feel chaotic and random.

– Self-Monitoring:

Self-monitoring involves assessing one’s performance and progress toward goals. We need to constantly monitor what has just been accomplished and what comes next. For example, if completing a recipe, you need to know what you have done previously to know what step you need to do next.

– Initiation and Task Completion:

Initiation refers to the ability to muster appropriate abilities to motivate oneself to begin a task. In other words, the opposite of procrastination. Then, as the task nears completion, you need to evaluate your final output against the initial goal. This evaluation stage involves assessing your performance and identify areas for improvement.

– Cognitive Flexibility:

To be successful, we need to adjust or adapt our behaviour and output based on changing circumstances or unforeseen obstacles. Cognitive flexibility is therefore the ability to inhibit a previous set of behaviours and then shift strategies or problem-solve in real-time.

– Emotional Regulation:

Emotional regulation involves managing emotions effectively to navigate challenges and maintain focus. Although frustration, stress, and boredom are normal we need to overcome these rather than be consumed by our feelings. Emotional regulation involves acknowledging our emotions and using coping strategies to enable us to accomplish what we need to do.

What can I do about it?

There are several strategies that you can use to accommodate for and to develop your executive functions. Practical ways to do this includes:

Keep Consistent Routines: Consistency reduces mental load. Develop and stick to routines for daily tasks (for example morning routines, nighttime routines) so that you can have more mental energy and bandwidth for more demanding tasks in your day.
To-Do Lists and Planners: Create lists of daily or weekly tasks and allocate specific time slots for each task. Use tools like to-do lists, calendars, and planners.
Prioritize: Learn to prioritize your tasks based on timing, urgency, importance, and other factors. Adjust your priorities to changing situations.
Keep a tidy and organized space: A cluttered environment adds to your mental load. Regularly plan a time to declutter one part of your home. Make sure that the belongings that you frequently use are always kept in places that makes sense of its use.
Set Reminders and Alarms: Use technology to set reminders or alarms to prompt task initiation or transitions between activities.
Mindfulness: Practice mindfulness techniques such as deep breathing, meditation, or mindfulness-based exercises to slow down and enhance self-monitoring and regulation.
Stop-Think-Go Method: Before taking action, take a moment to pause, assess what needs to be done, consider potential challenges, and then proceed with a clear plan of action.
Do One Task at a Time: Multitasking is a myth. Do one task at a time and shut off any distractions.
Breaking Down Tasks: Break down complex tasks or information into smaller, more manageable chunks to prevent overwhelm and facilitate better understanding.
Visual Aids: Use visual aids, such as color-coding, visual routines, or step-by-step, to enhance organization and memory for next steps.
Accountability: Engage with a teacher, family member, trusted friend, or colleague, who can offer support, encouragement, and help maintain accountability for task completion.
Rewards and Reinforcements: Setting specific deadlines and goals and rewarding oneself upon task completion can also reinforce positive behavior.
Pacing: Taking regular scheduled breaks throughout the day and during tasks can reduce burnout, distractibility and feeling overwhelmed. Many individuals also use the Pomodoro to maximize productivity.
Keep a journal: Organize your thoughts and ideas in a journal. Make notes of your feelings, needs and emotions.
Work with a therapist or psychologist: Learn to attend to your body cues and emotions. Learn tools to regulate your emotions and make choices/decisions based on your priorities and values.

Remember that just as a conductor guides the orchestra to create beautiful music, strong executive functions orchestrate your thoughts, emotions, and behaviours enabling you to navigate life’s challenges more smoothly.

Get Help: Neuropsychological Intervention

Are you ready to take the next step in supporting your executive functions? Dr. Leon is an experienced neuropsychologist. Explore our online neuropsychological intervention services today and discover the transformative impact they can have on your life.

Frequently Asked Questions

Why are Executive Functions important?

Poor executive functioning can manifest itself in interpersonal relationships, work environments, and academic pursuits, impeding success and causing frustration. Developing solid strategies to enhance these abilities can improve performance and well-being.

Do I have executive functioning difficulties?

If you find yourself having the following problems, you might have poor executive functioning:

Having a messy home and often misplacing or losing your belongings?
Always arriving late and disorganized to meetings/events/activities?
Feeling easily overwhelmed by daily tasks at school or at work?
Feeling like you can’t juggle different aspects of your life?
Frequently avoiding making plans in advance and just ‘winging it’?
Procrastinating or giving up easily on almost everything?
Moving from one task/activity/idea/project to another without finishing anything?
Easily frustrated, stressed or bored by daily tasks?

Are executive functions related to ADHD?

Although executive dysfunction is not a criteria for diagnosis, it is widely recognized that many individuals with ADHD have trouble with executive functions. Those with mental health and cognitive disorders can also experience significant difficulties with executive functioning skills. But more importantly, anyone can benefit from the suggestions in this article, whether to support difficulties or to increase their performance.

Is it possible to have difficulty in one area of executive functions but not another?

Executive functions is a broad umbrella term that encompasses several related but distinct cognitive processes. You can certainly have an isolated deficit in one or two areas, but not in others. This being said, individuals with significant deficits in excutive functions tend to have deficits in almost all areas.

In Summary

Executive functions encompass a set of mental skills that facilitate goal-directed behavior, including abilities like planning, organization, problem-solving, and self-control. Executive functions are the brain’s orchestra conductor which can make beautiful music when coordinated but make things sound chaotic when not. When our conductor is struggling, we need to use external strategies to help us manage tasks, adapt to new situations, and achieve long-term goals in both academic and everyday settings.

Dr. Stephanie Leon

Dr. Leon is a clinical psychologist and neuropsychologist practicing in the province of Ontario and Quebec. She works with children, teens, and their parents to address emotional, behavioural, and cognitive difficulties. Dr. Leon offers online psychology and neuropsychology services through the Leon Psychology Clinic.

Learn more about Dr. Leon

Found this helpful? Share with a friend!

HOW OUR MINDS FILTER INFORMATION: UNDERSTANDING INATTENTION

Posted on 21 November 20237 November 2024 by Dr. Stephanie Leon

HOW OUR MINDS FILTER INFORMATION: UNDERSTANDING INATTENTION

Imagine that your brain’s capacity to pay attention is like a camping headlight. When you’re focused, that headlight shines bright on what you’re doing. But for some people, this headlight flickers or doesn’t stay on one thing for long. In other words, inattention is difficulty keeping that mental headlight steady and on the task at hand.

Inattention can also be conceptualized as a filter problem. You brain needs to ignore and suppress thousands of pieces of information (called stimuli) throughout the day, from how clothes feels on your skin to the buzzing of lights, to be able to selectively attend to what is needed in the moment. In those with inattention, the filter is too loose and lets too many irrelevant pieces of information pass through which are then distracting.

Causes of inattention

Inattention is a cognitive process that is very vulnerable to internal and external conditions. This means that our ability to focus and filter out irrelevant information will vary depending on our needs, mood, health, and events around us. We are more likely to have trouble focusing if we are:

Tired
Hungry
Too hot or too cold
Anxious, worried or stressed
Down, sad or depressed
In pain
Have hormonal fluctuations (for example, during pregnancy, menopause and andropause)

These factors are normal and reversible. However, some individual’s attention is impaired due to neurodevelopmental factors (most common being ADHD) or aquired factors (e.g., brain injury, dementia, and chronic conditions like diabetes). In these cases, inattention is something the person struggles with on a daily basis and significantly impacts their day to day life.

What inattention looks like in everyday life

Common problems that individuals with inattention encounter include:

Forgetfulness: Frequently forget meetings, appointments, important tasks, loses belongings, or has trouble remembering what was said or what they just did. Note that forgetfulness related to inattention is different from a true memory problem.

Taking a long time to complete tasks: Because they are often distracted those with inattention have trouble completing tasks and may need more time to finish what is asked of them.

Avoiding tasks requiring sustained attention: They might avoid activities that need longer focus, like studying for exams or reading lengthy texts. On the contrary, they might move from one activity (project, task, idea) to another very quickly.

Daydreaming: They might tend to get lost in their thoughts, thinking about something else than what is being discussed in conversation.

Making careless mistakes: Rush through work or overlook details due to a lack of attention to instructions, rather than because they are truly not able to complete the task.

Difficulty doing what is asked: Struggling to follow multi-step instructions which leads to asking the same questions repeatedly, feeling overwhelmed and looking disorganized.

Because of their difficulties completing tasks, individuals with inattention are often labelled as ”lazy” or ”oppositional”. On the contrary, many individuals with inattention have to work twice as hard as others to complete tasks and should take pride in their achievements even if it took them longer or if they had to take a longer path to get to their end goal.

Can therapy help with inattention?

In therapy, addressing inattention often involves cognitive and behavioral strategies to improve focus, attention, and organizational skills. Therapists may employ techniques such as mindfulness training, behavior modification, and coaching on time management to help individuals manage and reduce inattentive symptoms. Additionally, therapy can provide a supportive environment to explore underlying issues contributing to inattention and develop personalized strategies to enhance concentration and overall functioning.

At the Leon Psychology Clinic our skilled therapists and psychologists are ready to help you are your child improve focus and well-being.

Frequently Asked Questions

I am a teacher or daycare provider, what can I do to help children with inattention in class?

Preferential Seating: The child’s seat should be located in such a way to minimize distractions. Usually near the teacher and away from doors and windows is preferred.
Shared Attention: Ensure that you have the child’s attention before providing instructions by making eye contact and/or positioning yourself at eye level.
Clear and Visual Instructions: When providing instructions, make sure they are short, simple, and clear. Supplement instructions with pictures, graphs, and key words.
Repetition and Reminders: Instructions will need to be repeated and the child with benefit from reminders to reinforce learning. Provide these in a neutral tone.
Access to a Quiet Room: Allow the child to complete lengthy assignments and exams in a room free of distractions, such as a quiet room or resource room.
Movement: Some children and teens may use movement or other self-stimulation to improve their focus. This might include doodling, using fidgets, humming, etc. If it is unintrusive to other students, allow the student to use this strategy.
Noise-Cancelling Headphones: Permit the use of noise-cancelling headphones to reduce noise distractibility during individual work.
Access to Recorded Materials: Provide access to recorded lectures, outlines, notes from peers/ teachers, or tools like a smartpen (e.g., LiveScribe) to review missed information.
Use Engaging or Multimodal Learning Approaches: Provide highly engaging and varied learning approaches such as auditory, visual, and hands-on activities to maintain focus.
Positive Reinforcement: Providing incentives, such as additional time on a preferred activity or special permission, can help increase motivation on non-preferred tasks.

I am a parent of an inattentive child, what strategies can I use at home?

Shared Attention: Avoid giving instructions from across the room or while they are actively engrossed on a task. Make sure you are near them and making eye contact.
Clear and Visual Instructions: Provide one instruction at a time. Make sure each instruction is short, simple and in words the child can understand. Refer to pictures or graphs to aid in task completion for routine tasks.
Repetition and Reminders: Instructions and expectations will need to be repeated often. Reminders will be necessary to reinforce learning. Provide these in a neutral, non-judgemental tone.
Frequent Check-ins: You will need to include more check-ins to make sure your child is on the right path when completing a task.
Positive Reinforcement: Offer praise, encouragement, and rewards for efforts (not just accomplishments) to help boost the child’s motivation and self-esteem. Incentives, such as additional time on a preferred activity or special permission, can help increase motivation on tasks that are long and arduous.
Dedicated and Quiet Workspace: Set up a quiet workspace for your child at home away from the busy areas of your home (for example facing a blank wall, not near the TV). Noise-cancelling headphones can help with auditory distractions.
Limit Screen Time: Although excessive screen time does not cause inattention, it can contribute to distractibility and being unmotivated to work on difficult tasks. Set reasonable limits on screen time and encourage breaks from electronic devices.
Encourage Physical Activity: Incorporate regular physical activities or exercise into the child’s routine. Exercise can help reduce restlessness and improve focus.
Practice sleep hygiene: Make sure your child or teen goes to bed within the same 30-minute window of time every night. Shut off electronics 1 hour before bed.
Healthy Eating: Make sure your child has a balanced diet. Breakfast appears to be the most important meal in terms of cognitive abilities and some research suggests that a high protein breakfast (e.g., eggs or meat) is best for attention and learning in children.

Does everyone who have inattention have ADHD?

No. Attention Deficit Hyperactivity Disorder (ADHD) – including inattentive type, hyperactive type and combined type – is a neurodevelopmental disorder. Meaning that it arises due to brain differences that occur in the perinatal or early childhood period. Most often, the brain develops differently because of the person’s genes and gene interaction with the environment. For this reason, you might hear of terms such as neurodiversity or neuroatypicality when discussing ADHD. If inattention is present after this early period in the brain development, it is typically acquired (for example due to a medical condition, or head injury) or can arise as a response to stress, trauma, and mental health disorders. Although experts are divided on this issue, this is not true ADHD. Aquired or later life inattention symptoms can nevertheless significantly impact functioning and deserve to be treated with the same tools as those available for ADHD.

In Summary

Inattention refers to the difficulty in maintaining focus, staying on task, or being easily distracted, often leading to trouble completing assignments or following instructions. It can manifest as a core symptom in conditions like attention-deficit/hyperactivity disorder (ADHD) but may also occur independently due to various factors such as stress, fatigue, or health conditions.

Dr. Stephanie Leon

Dr. Leon is a clinical psychologist and neuropsychologist practicing in the province of Ontario and Quebec. She works with children, teens, and their parents to address emotional, behavioural, and cognitive difficulties. Dr. Leon provides online psychology services through the Leon Psychology Clinic.

Learn more about Dr. Leon