Meet Sarah, a high school junior who dreams of attending a top-tier university. She’s active in her school’s debate team and drama club and excels in math and science. But behind her vibrant extracurricular life, Sarah struggles to keep up with her coursework. She frequently misplaces assignments, has trouble meeting deadlines, and gets overwhelmed by long-term projects. Despite her intelligence and drive, Sarah’s executive functioning challenges are holding her back.

Executive functioning skills are the foundation of learning and productivity, encompassing both core abilities like working memory, inhibitory control, and cognitive flexibility, as well as higher-level skills like planning, time management, organization, and reasoning. By addressing these areas with reasonable  accommodations, we can help students like Sarah succeed.

What are Reasonable Accommodations?

Reasonable accommodations are adjustments or supports put in place to help students with disabilities or challenges access their education on an equal footing with their peers. These accommodations don’t change the curriculum or academic expectations but instead provide the tools and strategies needed to overcome specific barriers.

For students with executive functioning challenges—whether due to ADHD, anxiety, working memory deficits, or documented executive functioning deficits—accommodations can level the playing field and empower them to thrive in school. Let’s explore what reasonable accommodations are, how they work, and how students can access them.

Core Executive Functions: Foundational Skills

Working Memory Accommodations

Working memory acts as a mental workspace, enabling students to hold and manipulate information temporarily. Challenges in this area can make it difficult for students to follow instructions, retain information, or organize their thoughts.

Accommodations for Working Memory:

1. Dual-Coding: Pair written words with visual elements like diagrams, charts, or pictures to strengthen memory retention. For example, match a concept definition with an illustrative diagram.

2. Mnemonic Devices: Use memory aids like acronyms, rhymes, or chunking to simplify information retrieval. Examples include "PEMDAS" for math operations or rhymes for historical dates.

3. Encourage Inner Voice Development: Teach students to use their inner voice to process tasks, such as silently rehearsing instructions, self-questioning, or narrating steps to internalize information.

4. Teach Visualization Techniques: Help students create mental images or "mind movies" to visualize instructions or concepts. For instance, they might picture steps in a science experiment to aid recall.

Inhibitory Control Accommodations

Inhibitory control is the ability to manage impulses and distractions. Students with weak inhibitory control may struggle to stay seated, complete assignments, or focus on tasks.

Accommodations for Inhibitory Control:

1. Provide Clear Start Cues: Offer explicit prompts or reminders, such as verbal instructions or visual signals, to help students transition into focus mode at the beginning of tasks or class activities.

2. Offer Task Checklists: Provide students with pre-made, individualized checklists to break down assignments or tasks into smaller, manageable steps. These can be digital or paper-based and monitored by a teacher or support staff.

3. Incorporate Movement Breaks: Allow scheduled breaks during long periods of focus, especially during tests or lengthy assignments. These breaks can include simple physical activities like walking to a water fountain or stretching.

4. Flexible Deadlines: Allow for extended time on assignments or projects when needed to help students manage their workload effectively, especially for tasks requiring sustained focus or organization.

Cognitive Flexibility Accommodations

Cognitive flexibility is the ability to adapt thinking and behavior in response to new information or changing circumstances. Students with difficulty in this area often feel stuck when plans shift or struggle to approach problems in new ways.

Accommodations for Cognitive Flexibility:

1. Advance Notice of Changes: Provide students with prior warnings about schedule or routine changes to help them mentally prepare and adapt more easily.

2. Alternative Problem-Solving Supports: Offer structured tools like graphic organizers or guided worksheets to help students approach problems systematically and flexibly.

3. Provide Visual Schedules: Use visual aids that highlight upcoming changes in routines or tasks, allowing students to see and anticipate transitions more clearly.

4. Allow Alternate Formats for Assignments: Permit students to demonstrate understanding in different ways, such as writing, creating a visual project, or presenting orally, to support adaptability in task completion.

Higher-Level Executive Functions: Unified Skills

Higher-level executive functions integrate core skills to help students manage complex tasks and long-term goals. These include planning, time management, organization, and reasoning.

Accommodations for Higher-Level Executive Functions:

1. Planning

   • Use visual project timelines with clear milestones.
   • Teach backward design by starting with the end goal and working backward to define steps.
   • Provide guided templates for multi-step assignments, like research papers or science projects.

2. Time Management

   • Introduce time-blocking strategies with digital or paper calendars.
   • Teach students to estimate task completion times and track actual times to refine planning.
   • Build buffer time into schedules to accommodate unexpected delays.

3. Organization

   • Create a weekly “reset” routine for students to organize their physical and digital materials.
   • Encourage consistent folder structures for digital and paper assignments.
   • Use apps like OneNote or Notability to centralize notes and tasks.

4. Reasoning

   • Introduce mind maps and graphic organizers like Venn diagrams or flowcharts to visually structure complex ideas.
   • Teach logical frameworks, such as "If-Then" thinking, for problem-solving.
   • Encourage reflective thinking by asking students to analyze what worked and what could improve after completing tasks.

5. Goal Setting

   • Introduce SMART goals (Specific, Measurable, Achievable, Relevant, Time-Bound) for academic and personal aspirations.
   • Break down long-term goals into short-term, actionable steps.
   • Celebrate small wins to build momentum and confidence.

6. Prioritization

   • Teach prioritization tools like the Eisenhower Matrix to categorize tasks by urgency and importance.
   • Use color-coded systems to visually differentiate high-priority assignments from lower-priority ones.

Discover Tailored Solutions with the EFRA

If you suspect executive functioning challenges you can always take a quick assessment like the Executive Functioning Remedial Assessment (EFRA).  This quick online test identifies specific areas of need and offers personalized strategies for improvement. Whether a student struggles with foundational or higher-level executive functions, this assessment provides a roadmap to success.

How to Get Accommodations for Executive Functioning Challenges in School

Students with documented executive functioning challenges can access accommodations through two main routes in U.S. schools: 504 Plans and Individualized Education Programs (IEPs).

1. 504 Plans

A 504 Plan is a formal plan developed under Section 504 of the Rehabilitation Act of 1973. It provides accommodations for students with disabilities that significantly impact one or more major life activities, including learning.

• Who Qualifies? Students with ADHD, anxiety, or other documented executive functioning challenges may qualify for a 504 Plan.
• How to Obtain a 504 Plan: Parents or guardians can request an evaluation from their child’s school or a pursue testing in their community. The school will review medical or psychological documentation and determine eligibility.

2. Individualized Education Programs (IEPs)

IEPs are more comprehensive plans created for students who qualify for special education services under the Individuals with Disabilities Education Act (IDEA).

• Who Qualifies? Students with more severe executive functioning challenges that meet the criteria for a specific learning disability or other qualifying condition.
• How to Obtain an IEP: Parents or guardians must request a formal evaluation. If the student qualifies, a team of educators, specialists, and parents work together to create the plan.

Bringing It All Together

Supporting students with executive functioning challenges requires integrating accommodations for core and higher-level skills. For Sarah, this meant:

• Chunking assignments into steps (working memory).
• Creating a distraction-free workspace (inhibitory control).
• Practicing role-playing to prepare for the unexpected (cognitive flexibility).
• Using a digital planner to manage deadlines and activities (time management).
• Developing a SMART goal for each club project (planning and goal setting).

By addressing these interconnected skills, Sarah transformed her approach to learning, reducing stress and achieving her potential.

Final Thoughts

Executive functioning challenges can seem overwhelming, but with the right accommodations, students can overcome barriers and thrive. By focusing on both core and higher-level skills, we empower them to manage their responsibilities, plan effectively, and achieve their goals.

Take the first step today by exploring the Executive Functioning Remedial Assessment (EFRA). Together, let’s unlock the potential of every student.

Cheers, Erica