A number of years ago, most parents and teachers of students with ADHD didn’t have a clue that a child’s academic success was contingent upon strong executive skills. “What? Executive skills? My child is only seven years old!”
However, today’s tuned-in parents and educators realize that deficits in critical cognitive skills known as executive functions (EF) are slower to mature in many children with ADHD. This delayed maturation can have negative impacts across the school and home settings.
Executive functions are the essential self-regulating skills that we use every day to accomplish just about anything. Kids rely on their executive functions for everything from taking a shower, to packing a backpack, and choosing priorities. About eight years ago, researchers made a startling discovery: the brains of students with ADHD mature approximately three years more slowly than their peers. This helps explain why their executive skills are delayed. Two years later, scientists found that the part of the brain that enables students to work on “boring tasks” such as schoolwork has a reduced number of dopamine receptors and transporters. More simply stated, the reduced levels of brain chemistry in this key area explains why students can play video games for hours, but struggle to complete their schoolwork or homework in a timely manner.
Parents and educators see the effects of delayed executive functioning skills in their children and students. Problems with the “brain’s CEO” contribute to numerous challenges: difficulty initiating and finishing assignments, remembering homework assignments, organization of materials and information, difficulty memorizing facts, writing essays or reports, or working complex math problems. Further difficulties are manifested in being on time, controlling emotions, responding to social cues accurately, juggling many things at one time, and planning for the future.
But there is good news! Specialists have developed ways to encourage skills that don’t come naturally to a child with poor executive functioning. Students are taught a combination of clear strategies and alternative learning methods that complement their existing strengths.
Next month we will look at some of the tools we can teach students and parents to help them tackle schoolwork, as well as other responsibilities that take strong executive function skills.
For more information about inspiring special education, contact The Imago Dei School at Trinity Classical Academy at 661-296-2601 or visit www.TrinityClassicalAcademy.com.
photo by Wally Caddow