A guide for middle school teachers
Recognising and supporting students with executive function disorders
The blog post effectively addresses the topic of executive functions in adolescents, especially focusing on students with executive function disorders.
Read Time: 8 minutes
In our journey to understand executive functions in adolescents and their impact on the classroom, we’ve covered the significance of executive functions, their development, and strategies to promote growth. However, it’s essential for middle school teachers to recognise that not all students have fully developed executive functions. Some students may have executive function disorders, which can present unique challenges. In this article, we’ll explore how to recognise and support students with executive functioning disorders.
Recognising executive function disorders
Executive functioning disorders (or executive dysfunction) often presents with Attention Deficit Hyperactivity Disorder (ADHD) and Autism Spectrum Disorder (ASD) (Martel et al, 2007). In addition, executive function disorders can manifest in a variety of other ways, so it’s crucial for teachers to recognise the signs to that they can support their students to achieve success. Here are some common indicators:
Indicators of executive function disorders
Students with executive functioning disorders often struggle with organisation. They may have messy backpacks, lose assignments, or forget important dates and deadlines.
Disorganisation
Difficulty with time management
These students may have trouble estimating time, leading to late or incomplete assignments. They might also struggle to transition from one task to another.
Impulsivity can manifest as students acting without thinking, which can lead to disruptions in the classroom.
Impulsivity
Poor planning and problem-solving
Students with executive function disorders may find it challenging to break tasks into manageable steps or solve complex problems effectively.
They might struggle to control their impulses or emotions, leading to outbursts or difficulty staying on task.
Lack of self-control
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Supporting students with executive function disorders
Now that you can recognise the signs of executive functioning disorders, here are practical insights and tips to support these students in your middle school classroom:
Establish clear routines and expectations in your classroom. Consistency can help students with executive functioning disorders manage their time and impulses.
Create a structured environment
Visual supports
Use visual aids like schedules, checklists, and graphic organisers to help students organise their thoughts and tasks. If need be, scaffold a step by step process onto the board. After all, you are assessing the knowledge and skills in the subject not their ability to keep track of where they are up to.
When giving assignments, break them into smaller, more manageable steps. This approach can make tasks less overwhelming.
Break tasks into smaller steps
Provide frequent reminders
Gentle reminders about deadlines, transitions, or expected behaviours can be incredibly beneficial. Use auditory or visual cues to prompt students when necessary.
Encourage students to self-monitor by reflecting on their actions and learning to recognise their impulsive behaviours. Help them develop strategies to improve self-control.
Teach self-monitoring
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For assignments and tests, consider providing extra time as a reasonable accommodation. This accommodation can give students the time they need to complete tasks effectively.
Offer additional time
Personalised Learning Plans (PLPs)
Work closely with your school’s special education team to ensure that students with diagnosed executive function disorders receive appropriate accommodations and support through PLPs.
Encourage students to advocate for themselves by helping them articulate their needs and challenges. Teach them to communicate with you about the support they require.
Promote self-advocacy
Collaborate with specialists
Partner with school psychologists, counsellors, and special education teachers to create a supportive network for students with executive function disorders.
Emphasise the idea that executive functions can improve with practice and support. Encourage a growth mindset, where students believe in their ability to develop these skills over time.
Offer a growth mindset
What can teachers do?
Recognising and supporting students with executive function disorders is vital for their success in middle school and beyond. By creating a structured and understanding learning environment, offering visual supports, breaking tasks into manageable steps, and collaborating with specialists, you can provide the essential support these students need. Remember that your guidance and encouragement can make a significant difference in their academic and personal growth.
References
Martel, M., Nikolas, M., & Nigg, J.T. (2007). Executive function in adolescents with ADHD. Journal of the American Academy of Child & Adolescent Psychiatry 46(11), pp.1437-1444. https://doi.org/10.1097/chi.0b013e31814cf953
