Executive Function skills – like working memory, attention, processing speed, and flexible thinking – are measurable through formal evaluations. Naturally, when parents and educators see these scores, the question arises: Can these skills improve?
The short answer is – it depends. Some areas show growth with targeted strategies and environmental supports, while others are more stable but can be compensated for. This article explores what the research says, practical interventions, and why understanding these skills is essential for fostering student success and well-being.
Working Memory: Can It Be Improved?
Working memory affects tasks like following multi-step directions, solving problems, and organizing thoughts in real time—making it critical for classroom success.
Parents and educators can support working memory by:
- Using visual charts (not as reward systems, but to reduce the mental strain of remembering multiple steps)
- Teaching chunking strategies (breaking information into smaller, more manageable pieces)
- Encouraging verbal rehearsal
- Using color-coding for important concepts
- Simplifying instructions into clear, sequential steps.
- Minimizing distractions, using repetition, and incorporating hands-on activities can also boost working memory performance in day-to-day settings.Key takeaways include:
– Strategy-based interventions (chunking, visualization, rehearsal) improve functional use.
– Real-world performance improves when distractions are reduced and mindfulness techniques are applied.
– Gains are task-specific and tend not to generalize across settings without ongoing support.
Processing Speed: Can It Be Improved?
Processing speed influences how quickly students complete academic tasks, particularly in timed settings or multi-step work. Slow speed often leads to frustration and feelings of falling behind.
Pushing children to go faster can actually backfire, increasing anxiety and slowing them down further.
Instead, we can teach children to advocate for themselves with phrases like, “I need a moment to think,” or “Can you please repeat that more slowly?” Creating low-pressure environments where accuracy is prioritized over speed can lead to better outcomes.
My article article, How Fast is Smart? explores this in more depth.
Supporting processing speed means reducing workload where appropriate, offering extra time on tests and assignments, and reducing cognitive load.
See these articles:
Let’s Talk About Processing Speed
Why Testing Accommodations Matter
Attention: Can It Be Improved?
Attention affects sustained focus and resistance to distractions. For kids with ADHD, attention regulation is inconsistent and highly dependent on the environment, interest, and emotional state.
Movement breaks, fidgets, flexible seating, clear goal-setting, visual reminders, timers, and chunked instructions all help maintain attention. External motivators (like point systems or immediate feedback) can also make a difference.
For more strategies, see Teaching Effective Fidgeting
Medication and behavioral strategies, combined with environmental adjustments, tend to offer the most success.
Flexible Thinking: Can It Be Improved?
Flexible thinking allows children to shift perspectives, adapt to changes, and problem-solve creatively.
Struggles with flexibility can lead to meltdowns, shutdowns, and avoidance behaviors.
Modeling ‘Plan B’ thinking, teaching ‘thinking traps,’ using games that encourage strategy shifts, preparing for transitions with visual cues, and celebrating small successes all strengthen flexibility. See Flexible Thinking and Mindprint Learning
Why This Knowledge Matters
Understanding the realistic pathways for growth in Executive Functioning prevents frustration and promotes compassionate, skill-building supports. It allows parents and educators to tailor their approach, focusing on reducing frustration, improving self-awareness, and building sustainable success strategies.
At PTS Coaching, we guide parents and educators in supporting children with ADHD and Executive Function challenges with practical, personalized strategies.
Learn more about how we can help: https://ptscoaching.com/parent-coaching/
Key Research References
– Melby-Lervåg & Hulme (2013), meta-analysis on working memory training.
– Shipstead, Redick, & Engle (2012), critique of working memory training claims.
– APA Guidelines (2020) on cognitive interventions.
– Cohen (2014), The Neuropsychology of Processing Speed.
– Kail (2000), developmental changes in processing speed.
– Faraone et al. (2006; 2021), medication efficacy for ADHD.
– Klingberg (2010), working memory and attention training outcomes.
– Diamond (2013), executive function interventions.
– Harvard Center on the Developing Child (2021), development of flexibility.
– Barkley (2012), context-based flexibility improvements.
This is very timely and helpful.
Parent coaching content like this feels very relatable. It meets parents where they are, not where they’re supposed to be. That alone makes it valuable.