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This post is part two of a series.
Executive Function (EF) challenges or delays in mastering EF skills almost always accompany ADHD. There can be many different aspects to EF challenges that may be more evident at different ages and in different settings. This blog post describes additional challenges not described in my last blog post. EF challenges may manifest in focusing attention, sustaining attention, or shifting attention. Or, they may show up in monitoring one’s actions and managing emotions. The challenges may arise alone or are often combined.
Executive Function Challenge #3: Focusing, Sustaining, and Shifting Attention
Many have difficulty selecting what to focus on and resisting distractions. Some may experience “hyperfocus” and fixate on one thing and find it hard to shift their attention from preferred pursuits. “That’s not fair! I just started to play this game!” Remember Kamil from two posts ago? He couldn’t shift his focus from the previous class subject to the next. Even physically walking down the hall to his next class did not signal the need to switch gears, because his mind had not made the change. Shifting attention (or set shifting) is a key aspect of cognitive flexibility, the broader ability to adapt one’s thinking in response to changing situations. Task switching—the ability to move from one task to another—is also a key aspect of executive functioning.
Both attention shifting and task switching are core executive function issues for many with ADHD; they have challenges moving efficiently between different tasks, rules, or adapting to changing situations. This can interfere with focus, productivity, and learning. This issue may seem almost ironic because many people think of the primary characteristic of ADHD as being impulsive (jumping from thing to thing). Few consider that hyperfocus may also be an issue. Hyperfocusing interferes with the ability to organize and plan, which affects academic performance and the ability to achieve your goals.
Grouping similar tasks together is a good strategy to reduce the cognitive effort required for transitioning. Sticking to a daily routine and staying on a regular schedule reduces the effort to transition. Using timers to mark when you need to switch tasks can be beneficial. These strategies, particularly when used together, help individuals stay focused and improve their ability to complete tasks.
Kamil found it helpful to have a card with his class schedule. Each class was listed in a different color to highlight the need to transition. He added a timer 10 minutes before the next period beside each one and learned to visualize himself walking to the next class, seeing his teacher’s face, and picturing how the room was arranged. This helped him be ready to make the transition. Kamil incorporated visualizing these transitions into his mindfulness practices so that transitions could become more automatic at school. Visualization is a kind of mental rehearsal that reinforces correct actions. It is a powerful tool that can be practiced to improve readiness, performance, and foster repeated success.
Executive Function Challenge #4: Self-Monitoring Actions
Some with ADHD may be impulsive or hyperactive. If so, it may be difficult to effectively self-monitor or regulate behavior. Difficulties with impulse control and inhibitory control are common executive function challenges for individuals with ADHD. Remember Max? He had difficulty controlling his actions. Rather than raising his hand, he blurted out his comment and was chastised by his teacher. Max sulked for the remainder of the period and missed listening to the remainder of the class discussion. Although Max had seen his peers raise their hands and wait to be called on, he often missed the social cues around him.
Social cues can be verbal or nonverbal and communicate emotions, intentions, and expectations in social interactions. These cues can vary depending on cultural expectations, but generally include facial expressions, body language, tone of voice, eye contact, and acceptable physical proximity. Understanding, interpreting, and implementing these cues are important for positive social interactions at school or work.
For those like Max, playing games that require following the rules, taking turns, and delaying gratification can be helpful in practicing establishing these skills. Most card games involve other people and require taking turns. There are many online card games that rely on strict turn-taking, and players must play cards and perform actions in sequence. Role-playing games and social deduction games are also helpful as they emphasize the importance of following the established rules of the game and waiting for the appropriate time to act. In some of the games, if you violate the rules and don’t take turns properly, there are clear penalties. When playing games online, there is a clear benefit in that there is no need to make appropriate eye contact or “read” others’ body language. Reducing those demands allows players to focus on practicing following the game’s rules and taking turns.
Executive Function Challenge #5: Controlling Frustration and Emotional Regulation
Managing attention is closely related to self-regulation—understanding and monitoring how we think, feel, and act. Emotional dysregulation and difficulties with emotional control are common in individuals with ADHD, often leading to outbursts and frustration. Many have low tolerance for frustration, and this may create “emotional flooding.” When this happens, communication is hampered or “shut down” completely, which also impacts productivity and task completion. Journaling about what occurred just before feeling “flooded” or overwhelmed may be helpful to understand the “triggers”. Journaling can also help raise self-awareness and support emotional control by allowing individuals to reflect on their thoughts and feelings. There are apps created by scientists, designers, engineers, and therapists to help people understand their emotions and find strategies to help them navigate those emotions.
Using guided meditation may assist in increasing self-regulation and reducing anxiety. There are many apps, each with hundreds of meditations, where you can select the length and type. Some are specifically designed to address stress, anxiety, and/or productivity.
Like attention, executive functioning has many aspects. EFs are a set of cognitive processes that assist in planning, monitoring, and executing goals. They include attentional control, working memory, inhibitory control, and problem-solving. Professional support from an educational therapist to understand the many facets of EF to improve study skills is imperative. Working with mental health professionals can also be helpful for managing executive function challenges, particularly when linked to emotional and behavioral issues. Often, ET sessions are coupled with assistance from a psychotherapist to learn to manage emotions and actions. With proper support, understanding, and targeted strategies, those with the EF challenges related to ADHD can improve task switching, self-monitoring and regulating, study skills, work habits, planning, and advance productivity, all of which are vital for achieving long-term goals and academic success.
To find a therapist, visit the Psychology Today Therapy Directory.
