{"id":47456,"date":"2025-12-19T11:38:31","date_gmt":"2025-12-19T17:38:31","guid":{"rendered":"https:\/\/blog.allaboutlearningpress.com\/?p=47456"},"modified":"2025-12-19T11:44:24","modified_gmt":"2025-12-19T17:44:24","slug":"what-is-executive-functioning","status":"publish","type":"post","link":"https:\/\/blog.allaboutlearningpress.com\/what-is-executive-functioning\/","title":{"rendered":"What is Executive Functioning? | A Parent&#8217;s Guide"},"content":{"rendered":"<img decoding=\"async\" src=\"https:\/\/blog.allaboutlearningpress.com\/wp-content\/uploads\/2025\/12\/What-is-Executive-Functioning-1.png\" alt=\"\" width=\"540\" class=\"left\" \/>\r\n\r\n<h3>What is executive functioning?<\/h3>\r\n\r\n<p>What is executive functioning? Executive functioning is the brain&#8217;s &#8220;manager.&#8221; We can define executive functioning as the set of mental skills that enable us to plan, organize, and execute the steps to achieve a goal.<\/p>\r\n\r\n<!--more-->\r\n\r\n<p>These include things like remembering what we're doing, staying focused, managing emotions, shifting gears when plans change, and organizing tasks. Basically, it is the skills that help life run smoothly, whether tackling a math problem or figuring out how to clean your room without giving up halfway through.<\/p>\r\n\r\n<p>As kids move into higher-level academics, they need more than knowing the facts; they need to learn how to apply that information. They need to juggle multiple tasks, follow multi-step directions, manage time, and think flexibly. Strong executive functioning skills are what help them apply what they know.<\/p>\r\n\r\n<p>The All About Learning Press curricula help students develop those executive functioning skills needed for the later grades through tasks such as:<\/p>\r\n\r\n<ul>\r\n<li>Organizing and writing a paragraph<\/li>\r\n<li>Remembering multi-step directions<\/li>\r\n<li>Building the cognitive flexibility required to switch between decoding letters and then grasping the meaning of the word<\/li>\r\n<li>Self-checking work with cumulative review<\/li>\r\n<li>Developing focus with multisensory lessons to keep students engaged<\/li>\r\n<\/ul>\r\n\r\n<blockquote>\r\n<p><span class=\"italic\">\"There is potential for these skills to be developed through systematic, mastery-based instruction. When lessons are taught in a clear, structured, incremental way, it gives kids repeated opportunities to practice planning, memory, attention, and problem-solving.\" <\/span><sup>1<\/sup><\/p>\r\n<\/blockquote>\r\n\r\n<h3>5 Areas of Executive Functioning:<\/h3>\r\n\r\n<ul>\r\n<li><span class=\"bold\">Working memory<\/span> \u2013 holding onto information while using it (like remembering all the phonological rules learned and applying them to reading)<\/li>\r\n<li><span class=\"bold\">Impulse control<\/span> \u2013 learning to resist immediate urges by focusing on smaller, more specific concepts at a time to help with focus and distractibility.<\/li>\r\n<li><span class=\"bold\">Flexible thinking<\/span> \u2013 the ability to apply learned information to new situations. Multisensory lessons give students multiple paths of learning the same information, allowing them to try a new strategy if the first one doesn't work and think outside the box.<\/li>\r\n<li><span class=\"bold\">Planning & organization<\/span> \u2013 figuring out the steps to complete an objective. Sequentially taught concepts build skills in taking things one step at a time.<\/li>\r\n<li><span class=\"bold\">Self-monitoring<\/span> \u2013 realizing if you've made a mistake and being able to fix it. Regular, cumulative review creates a habit of self-monitoring.<\/li>\r\n<\/ul>\r\n\r\n<img decoding=\"async\" src=\"https:\/\/blog.allaboutlearningpress.com\/wp-content\/uploads\/2025\/12\/Distracted-Child-Image-665x475-1.jpg\" alt=\"\" width=\"540\" class=\"right\" \/>\r\n\r\n\r\n<h2>Executive Functioning in Dyslexia<\/h2>\r\n\r\n<p>Children with dyslexia must work harder than their peers to decode words. Because the cognitive load is higher, there is less brain power left to maintain impulse control, ignore distractions, plan and organize their work, and shift gears in their thinking between decoding words and then comprehending their meaning.<\/p>\r\n\r\n<p>Intentionally building a child's executive functioning skills until they are automatic habits frees up cognitive power to work on decoding. Without intentional strategies to build executive functioning, a child with dyslexia finds that school and life in general get increasingly more chaotic as she grows. She may lack the organizational skills to plan her work and may miss deadlines. Details fall through the cracks, and she might struggle to find solutions to unfamiliar problems.<\/p>\r\n\r\n<p>Struggles with Executive Functioning are typical for students with dyslexia, ADHD, dyscalculia, language processing disorders, anxiety, depression, traumatic brain injury, autism, and other issues. This does not mean that every child with dyslexia will also experience difficulties with executive functioning. A child with ADHD and dyslexia, on the other hand, has a higher incidence of executive functioning challenges. Every child is different and unique. For this reason, caregivers and teachers should tailor their approach, emphasizing teaching executive functioning skills, to meet each child where she is.<\/p>\r\n\r\n<h2>Executive Functioning in ADHD<\/h2>\r\n\r\n<p>For a child with ADHD, with or without any co-occurring diagnosis such as dyslexia, executive functioning processes, such as reduced short-term working memory, impact the child's ability to stay on task and focus long enough to retain the material. She may also experience difficulties in planning and organizing the multiple steps necessary to complete a problem or reach a goal.<\/p>\r\n\r\n<p>Academically, she may struggle to complete assignments or follow instructions. <a href=\"https:\/\/www.allaboutlearningpress.com\" rel=\"noopener\" target=\"_blank\">All About Learning Press materials<\/a> provide significant opportunities to build executive functioning skills in every lesson. The materials are not grade-level specific, so a child can progress through them at the pace that best supports their development of those skills.<\/p>\r\n\r\n<h2>How does All About Learning Press' curriculum build the Five Areas of Executive Functioning?<\/h2>\r\n\r\n<h3>1. Working Memory<\/h3>\r\n\r\n<p>Systematic lessons help build memory in specific tasks by:<\/p>\r\n<ul>\r\n<li>Breaking steps into bite-sized pieces<\/li>\r\n<li>Using visuals like charts<\/li>\r\n<li>Giving kids tools (like math tables or manipulatives) to hold the information for them<\/li>\r\n<li>Scaffolding learning, gradually adding more information that the brain must retain to strengthen working memory.<\/li>\r\n<\/ul>\r\n\r\n<p>Students build stronger working memory when the instruction is clear, consistent, and structured.<sup>1<\/sup> <a href=\"https:\/\/www.allaboutlearningpress.com\/blog\/improving-working-memory\/\" rel=\"noopener\" target=\"_blank\">Here are six ways you can help build your child's working memory<\/a>.<\/p>\r\n\r\n<h3>2. Impulse Control & Attention<\/h3>\r\n\r\n<p>Incremental lessons teach kids to:<\/p>\r\n<ul>\r\n<li>Slow down and follow a process<\/li>\r\n<li>Stick to the steps<\/li>\r\n<li>Check their work before moving on<\/li>\r\n<\/ul>\r\n\r\n<p>Building in routines like \"read the problem, underline the question, solve, check\" develops habits that support focus and self-control.<\/p>\r\n\r\n<h3>3. Flexible Thinking<\/h3>\r\n\r\n<p>Cumulative instruction helps develop flexible thinking by:<\/p>\r\n<ul>\r\n<li>Mastering concepts well enough to apply them to different or unfamiliar scenarios<\/li>\r\n<li>Comparing strategies and discussing when to use them<\/li>\r\n<\/ul>\r\n\r\n<p>Continual review helps cement the information in memory so the brain can discover novel connections between old and new concepts. This is also a key factor in creative thinking. Diamond (2013) discusses how children improve at creative thinking when they're regularly asked to try different approaches to solving problems.<sup>3<\/sup><\/p>\r\n\r\n<h3>4. Planning & Organization<\/h3>\r\n\r\n<p>All About Learning Press materials are full of built-in planning practice:<\/p>\r\n<ul>\r\n<li>Understand the problem with the teacher's explicit modeling of the steps.<\/li>\r\n<li>Supports are gradually removed as the student improves in problem-solving<\/li>\r\n<li>Child learns to choose which operation or tool to use through dialogue with the instructor<\/li>\r\n<li>Work through lessons step-by-step with incremental learning<\/li>\r\n<li>Regular patterns and routines to lessons so the student can confidently predict what comes next<\/li>\r\n<\/ul>\r\n\r\n<p>Scaffolding, or the process of providing learning supports and gradually removing them so the student takes on more responsibility, helps build the all-important planning skills while avoiding frustration. The child is allowed to move at his own pace, while supports remain in place until he can work without them.<\/p>\r\n\r\n<h3>5. Self-Monitoring<\/h3>\r\n\r\n<p>When a program requires the student to check his answers, reflect on his thinking, and revisit problem areas until they are mastered, it contributes to the development of self-monitoring skills.<\/p>\r\n<ul>\r\n<li>Self-check routines<\/li>\r\n<li>Oral evaluations with open-ended questions that help a child think about what he is thinking<\/li>\r\n<li>Scaffolding methods that train the child to pause, re-read, and apply the correct decoding strategies with supports that are removed as he improves.<\/li>\r\n<li>Opportunities to revisit errors without shame<\/li>\r\n<li>Activities that get kids talking and modeling about how they solved something<\/li>\r\n<\/ul>\r\n\r\n<p>The IES Practice Guide (Gersten et al., 2009) highlights how necessary these reflection steps are for strengthening executive skills.<sup>4<\/sup> When we intentionally incorporate these five areas into lessons, the student starts to internalize them as a habitual approach to everything from writing essays to cleaning his room or organizing his day.<sup>5<\/sup><\/p>\r\n\r\n<h2>Executive Functioning skills by age<\/h2>\r\n\r\n<p>The development of executive functioning skills is by no means linear. There are several complications that make it difficult to create a checklist of what each child should be able to do at various ages. Differences in upbringing, environment, parental involvement, learning differences, life experiences, opportunities to learn various skills, and more all affect the types and speeds at which executive functioning skills are acquired.<\/p>\r\n\r\n<ul>\r\n<li>The tasks researchers use to measure executive functioning are typically administered to children ages 2-5. Still, many of the skills considered part of executive functions don't mature until adolescence or even adulthood.<sup>6<\/sup><\/li>\r\n<li>Research in this field is still developing. There is some indication that skills plateau around age 12, and executive functioning skills in teens and even pre-teens indicate refined sophistication and strategies for using those skills, rather than the development of new skills.<\/li>\r\n<\/ul>\r\n\r\n<p>With those caveats in mind, here are some approximate developmental skills at various ages based on the work of Dr. Christine Chapparo of the University of Sidney<sup>7<\/sup>:<\/p>\r\n\r\n<h3>6-12 months<\/h3>\r\n<ul>\r\n<li>Growing attention span<\/li>\r\n<\/ul>\r\n\r\n<h3>1-2 years<\/h3>\r\n<ul>\r\n<li>Notices new things in their environment<\/li>\r\n<\/ul>\r\n\r\n<h3>3-6 years<\/h3>\r\n<ul>\r\n<li>Developing some impulse control<\/li>\r\n<li>Able to resist some distractions<\/li>\r\n<li>Follows a 2 to 4 step instruction<\/li>\r\n<li>Understands the concept of following rules<\/li>\r\n<\/ul>\r\n\r\n<h3>7-9 years<\/h3>\r\n<ul>\r\n<li>Can talk themselves through the steps to complete a task<\/li>\r\n<li>Can process new information more quickly<\/li>\r\n<li>Resists more distractions<\/li>\r\n<li>Able to develop goals<\/li>\r\n<li>Learns from mistakes and finds alternatives<\/li>\r\n<li>Flexible at task switching<\/li>\r\n<\/ul>\r\n\r\n<h3>10-12 years<\/h3>\r\n<ul>\r\n<li>Continues to increase in impulse control and concentration<\/li>\r\n<li>Switches between multiple tasks<\/li>\r\n<li>Planning and organizing the steps to reach a goal<\/li>\r\n<li>Increase in working memory capacity<\/li>\r\n<li>Improvements in flexible thinking<\/li>\r\n<li>Planning and organizing of more complex tasks<\/li>\r\n<\/ul>\r\n\r\n<h3>Teens<\/h3>\r\n<ul>\r\n<li>Gradually improving decision-making skills<\/li>\r\n<\/ul>\r\n\r\n<h2>Executive Functioning: 7 Strategies for Success<\/h2>\r\n\r\n<ol class=\"large green-blue\">\r\n<li><span class=\"bold\">Create and follow consistent routines.<\/span> Structure and consistency provide a reliable schedule that the child can count on. It models organizational skills that she can learn to apply in her own life.<\/li>\r\n<li><span class=\"bold\">Break tasks into small steps with mini deadlines.<\/span> Remembering a long, multistep process is challenging for anyone. To build this executive functioning skill, start small with one or two steps that can be completed in one sitting and praise that accomplishment to help build confidence.<\/li>\r\n<li><span class=\"bold\">Keep each math, spelling, and reading lesson to no more than 20 minutes and allow for regular breaks.<\/span> Sitting for too long is frustrating for a child who struggles with impulse control. Movement breaks help relieve the tension so the child can sit back down and focus on the next lesson.<\/li>\r\n<li><span class=\"bold\">Use visual organizers like progress charts.<\/span> A visual means of self-checking work and marking off accomplishments can help the student with self-monitoring: evaluating what was done, discovering mistakes, and planning corrections.<\/li>\r\n<li><span class=\"bold\">Include multisensory activities in each lesson.<\/span> A strong working memory is a vital executive functioning skill. The use of multisensory lessons engages multiple areas of the brain, so information is stored in different regions, increasing the strength of the memories.<\/li>\r\n<li><span class=\"bold\">Provide direct, explicit instruction.<\/span> The teacher is directly engaged in presenting the material, modeling the steps, and guiding the student until they are ready to do the entire process on their own.<\/li>\r\n<li><span class=\"bold\">Find ways to praise and encourage even small successes.<\/span> Sometimes, with our eyes on the bigger picture of mastering a concept, or completing the curriculum, we forget to acknowledge all the little steps that a child has to conquer to get there. However, the child can lose confidence and motivation if the little successes aren't acknowledged.<\/li>\r\n<\/ol>\r\n\r\n<h2>FAQ's about Executive Functioning<\/h2>\r\n\r\n<div class=\"collapse-card\">\r\n<div class=\"collapse-card__heading\">\r\n<div class=\"collapse-card__title\">\r\n<svg aria-hidden=\"true\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" style=\"height: 2em; margin: 0 0 0px 0; fill: #88adc9;\" width=\"24\" height=\"28\"><path d=\"M13.75 18.75v2.5q0 .22-.14.36t-.3.2h-2.5q-.2 0-.3-.1t-.1-.3v-2.5q0-.2.15-.34t.34-.14h2.5q.22 0 .36.1t.15.37zm4-7.75q0 .78-.23 1.4t-.72 1.08-.8.7-.94.55q-.5.28-.72.44t-.4.38-.2.45v.5q0 .22-.13.36t-.3.14h-2.5q-.2 0-.3-.14t-.1-.36v-1.06q0-.55.17-1t.4-.75.6-.6.65-.4.7-.3q.8-.4 1.17-.7t.36-.8q0-.7-.7-1.1t-1.5-.5q-.84 0-1.5.4-.4.3-1.2 1.3-.15.2-.4.2-.17 0-.3-.1L7 9.8q-.16-.1-.2-.3t.08-.3q1.9-3 5.45-3 2.03 0 3.74 1.4t1.7 3.4zM12 4q-2.03 0-3.88.8t-3.2 2.13-2.12 3.2T2 14t.8 3.88 2.13 3.2 3.2 2.12T12 24t3.88-.8 3.2-2.13 2.12-3.2T22 14t-.8-3.88-2.13-3.2-3.2-2.12T12 4zm12 10q0 3.27-1.6 6.02T18 24.4 12 26t-6.02-1.6T1.6 20 0 14t1.6-6.02T6 3.6 12 2t6.02 1.6T22.4 8t1.6 6z\"><\/path><\/svg>\r\nWhat are executive functioning skills?\r\n<\/div>\r\n<\/div>\r\n<div class=\"collapse-card__body\">\r\n<p>There are five main skill areas considered executive functioning skills:<\/p>\r\n<ul>\r\n<li><span class=\"bold\">Working memory<\/span> \u2013 The ability to recall information into short-term memory so you can utilize it, like being able to recall all the steps needed to complete a two-digit multiplication problem.<\/li>\r\n<li><span class=\"bold\">Impulse control<\/span> \u2013 Resisting distractions or impulsive behaviors. The ability to delay gratification.<\/li>\r\n<li><span class=\"bold\">Flexible thinking<\/span> \u2013 Transferring previously learned concepts to a new situation or trying new solutions to a problem.<\/li>\r\n<li><span class=\"bold\">Planning & organization<\/span> \u2013 Breaking a task down into all the necessary steps and putting those steps into the right order.<\/li>\r\n<li><span class=\"bold\">Self-monitoring<\/span> \u2013 Self-awareness. Evaluation and review of a completed task to see if it is correct or if changes need to be made.<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\n\r\n<div class=\"collapse-card\">\r\n<div class=\"collapse-card__heading\">\r\n<div class=\"collapse-card__title\">\r\n<svg aria-hidden=\"true\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" style=\"height: 2em; margin: 0 0 0px 0; fill: #88adc9;\" width=\"24\" height=\"28\"><path d=\"M13.75 18.75v2.5q0 .22-.14.36t-.3.2h-2.5q-.2 0-.3-.1t-.1-.3v-2.5q0-.2.15-.34t.34-.14h2.5q.22 0 .36.1t.15.37zm4-7.75q0 .78-.23 1.4t-.72 1.08-.8.7-.94.55q-.5.28-.72.44t-.4.38-.2.45v.5q0 .22-.13.36t-.3.14h-2.5q-.2 0-.3-.14t-.1-.36v-1.06q0-.55.17-1t.4-.75.6-.6.65-.4.7-.3q.8-.4 1.17-.7t.36-.8q0-.7-.7-1.1t-1.5-.5q-.84 0-1.5.4-.4.3-1.2 1.3-.15.2-.4.2-.17 0-.3-.1L7 9.8q-.16-.1-.2-.3t.08-.3q1.9-3 5.45-3 2.03 0 3.74 1.4t1.7 3.4zM12 4q-2.03 0-3.88.8t-3.2 2.13-2.12 3.2T2 14t.8 3.88 2.13 3.2 3.2 2.12T12 24t3.88-.8 3.2-2.13 2.12-3.2T22 14t-.8-3.88-2.13-3.2-3.2-2.12T12 4zm12 10q0 3.27-1.6 6.02T18 24.4 12 26t-6.02-1.6T1.6 20 0 14t1.6-6.02T6 3.6 12 2t6.02 1.6T22.4 8t1.6 6z\"><\/path><\/svg>\r\nWhy are executive functioning skills important?\r\n<\/div>\r\n<\/div>\r\n<div class=\"collapse-card__body\">\r\n<p>Executive functioning serves as the brain's command center, coordinating the mental processes that enable intentional, goal-directed behavior. Executive functioning abilities work together to help individuals plan, organize, prioritize, and manage their time and emotions effectively. Strong executive functioning supports success in both academic and everyday tasks-whether solving a complex math problem, following multi-step directions, or completing a chore from start to finish.<\/p>\r\n<\/div>\r\n<\/div>\r\n\r\n<div class=\"collapse-card\">\r\n<div class=\"collapse-card__heading\">\r\n<div class=\"collapse-card__title\">\r\n<svg aria-hidden=\"true\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" style=\"height: 2em; margin: 0 0 0px 0; fill: #88adc9;\" width=\"24\" height=\"28\"><path d=\"M13.75 18.75v2.5q0 .22-.14.36t-.3.2h-2.5q-.2 0-.3-.1t-.1-.3v-2.5q0-.2.15-.34t.34-.14h2.5q.22 0 .36.1t.15.37zm4-7.75q0 .78-.23 1.4t-.72 1.08-.8.7-.94.55q-.5.28-.72.44t-.4.38-.2.45v.5q0 .22-.13.36t-.3.14h-2.5q-.2 0-.3-.14t-.1-.36v-1.06q0-.55.17-1t.4-.75.6-.6.65-.4.7-.3q.8-.4 1.17-.7t.36-.8q0-.7-.7-1.1t-1.5-.5q-.84 0-1.5.4-.4.3-1.2 1.3-.15.2-.4.2-.17 0-.3-.1L7 9.8q-.16-.1-.2-.3t.08-.3q1.9-3 5.45-3 2.03 0 3.74 1.4t1.7 3.4zM12 4q-2.03 0-3.88.8t-3.2 2.13-2.12 3.2T2 14t.8 3.88 2.13 3.2 3.2 2.12T12 24t3.88-.8 3.2-2.13 2.12-3.2T22 14t-.8-3.88-2.13-3.2-3.2-2.12T12 4zm12 10q0 3.27-1.6 6.02T18 24.4 12 26t-6.02-1.6T1.6 20 0 14t1.6-6.02T6 3.6 12 2t6.02 1.6T22.4 8t1.6 6z\"><\/path><\/svg>\r\nDo weak executive functioning skills impact school performance?\r\n<\/div>\r\n<\/div>\r\n<div class=\"collapse-card__body\">\r\n<p>They can. The ability to maintain focus while learning, organize thoughts into a written paragraph, control impulsive behavior, regulate emotions, check their work, and follow multi-step directions are all critical to academic success and those skills are all components of good executive functioning skills.<\/p>\r\n<\/div>\r\n<\/div>\r\n\r\n<div class=\"collapse-card\">\r\n<div class=\"collapse-card__heading\">\r\n<div class=\"collapse-card__title\">\r\n<svg aria-hidden=\"true\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" style=\"height: 2em; margin: 0 0 0px 0; fill: #88adc9;\" width=\"24\" height=\"28\"><path d=\"M13.75 18.75v2.5q0 .22-.14.36t-.3.2h-2.5q-.2 0-.3-.1t-.1-.3v-2.5q0-.2.15-.34t.34-.14h2.5q.22 0 .36.1t.15.37zm4-7.75q0 .78-.23 1.4t-.72 1.08-.8.7-.94.55q-.5.28-.72.44t-.4.38-.2.45v.5q0 .22-.13.36t-.3.14h-2.5q-.2 0-.3-.14t-.1-.36v-1.06q0-.55.17-1t.4-.75.6-.6.65-.4.7-.3q.8-.4 1.17-.7t.36-.8q0-.7-.7-1.1t-1.5-.5q-.84 0-1.5.4-.4.3-1.2 1.3-.15.2-.4.2-.17 0-.3-.1L7 9.8q-.16-.1-.2-.3t.08-.3q1.9-3 5.45-3 2.03 0 3.74 1.4t1.7 3.4zM12 4q-2.03 0-3.88.8t-3.2 2.13-2.12 3.2T2 14t.8 3.88 2.13 3.2 3.2 2.12T12 24t3.88-.8 3.2-2.13 2.12-3.2T22 14t-.8-3.88-2.13-3.2-3.2-2.12T12 4zm12 10q0 3.27-1.6 6.02T18 24.4 12 26t-6.02-1.6T1.6 20 0 14t1.6-6.02T6 3.6 12 2t6.02 1.6T22.4 8t1.6 6z\"><\/path><\/svg>\r\nHow can families build executive functioning skills at home?\r\n<\/div>\r\n<\/div>\r\n<div class=\"collapse-card__body\">\r\n<p>Establishing and maintaining regular, reliable routines is a vital foundation for effective executive functioning. Not only do consistent routines create a stable and secure environment for the child to count on, but they're also like habits; you don't have to think about them -you just do them. When daily activities become a habit you don't have to think about, it frees up working memory for more complex tasks.<\/p>\r\n<p>As a family, you can model goal setting, planning, and organization in many ways. For small children, setting a goal to clean up a section of a room in 20 minutes is a great way to build this thinking skill. Let your child help plan a day's worth of menus. Teach them how to organize their toys by sorting them into storage containers. These are simple, everyday routines that start to build executive functioning skills.<\/p>\r\n<\/div>\r\n<\/div>\r\n\r\n<div class=\"collapse-card\">\r\n<div class=\"collapse-card__heading\">\r\n<div class=\"collapse-card__title\">\r\n<svg aria-hidden=\"true\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" style=\"height: 2em; margin: 0 0 0px 0; fill: #88adc9;\" width=\"24\" height=\"28\"><path d=\"M13.75 18.75v2.5q0 .22-.14.36t-.3.2h-2.5q-.2 0-.3-.1t-.1-.3v-2.5q0-.2.15-.34t.34-.14h2.5q.22 0 .36.1t.15.37zm4-7.75q0 .78-.23 1.4t-.72 1.08-.8.7-.94.55q-.5.28-.72.44t-.4.38-.2.45v.5q0 .22-.13.36t-.3.14h-2.5q-.2 0-.3-.14t-.1-.36v-1.06q0-.55.17-1t.4-.75.6-.6.65-.4.7-.3q.8-.4 1.17-.7t.36-.8q0-.7-.7-1.1t-1.5-.5q-.84 0-1.5.4-.4.3-1.2 1.3-.15.2-.4.2-.17 0-.3-.1L7 9.8q-.16-.1-.2-.3t.08-.3q1.9-3 5.45-3 2.03 0 3.74 1.4t1.7 3.4zM12 4q-2.03 0-3.88.8t-3.2 2.13-2.12 3.2T2 14t.8 3.88 2.13 3.2 3.2 2.12T12 24t3.88-.8 3.2-2.13 2.12-3.2T22 14t-.8-3.88-2.13-3.2-3.2-2.12T12 4zm12 10q0 3.27-1.6 6.02T18 24.4 12 26t-6.02-1.6T1.6 20 0 14t1.6-6.02T6 3.6 12 2t6.02 1.6T22.4 8t1.6 6z\"><\/path><\/svg>\r\nWhat homeschooling programs help improve executive functioning skills?\r\n<\/div>\r\n<\/div>\r\n<div class=\"collapse-card__body\">\r\n<p>The best homeschool curriculum for executive functioning is All About Learning Press materials. The practices and consistent routines, multisensory activities, and explicit, teacher-led instruction, combined with regular self-evaluation of work, step-by-step lessons, and visual organizers, are precisely what you need to build strong executive functioning in your child.<\/p>\r\n<\/div>\r\n<\/div>\r\n\r\n<p>See for yourself how the All About Learning Press learning model supports the development of executive functioning skills with these <a href=\"https:\/\/www.allaboutlearningpress.com\/lesson-samples\" rel=\"noopener\" target=\"_blank\">All About Learning free samples<\/a>.<\/p>\r\n\r\n<p class=\"muted\">_________________________<br \/>\r\n<span class=\"muted\"><sup>1<\/sup> Clements, Sarama & Germeroth (2016) \u2013 on how math and executive skills grow together. Clements, D. H., Sarama, J., & Germeroth, C. (2016). Learning executive function and early mathematics: Directions of causal relations. <cite>Early Childhood Research Quarterly<\/cite>, 36, 79-90. <a href=\"https:\/\/doi.org\/10.1016\/j.ecresq.2015.12.009\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1016\/j.ecresq.2015.12.009<\/a><\/span><br \/>\r\n<span class=\"muted\"><sup>2<\/sup> Swanson & Beebe-Frankenberger (2004) \u2013 working memory and math success. Swanson, H. L., & Beebe-Frankenberger, M. (2004). Working memory and math problem solving. <cite>Journal of Educational Psychology<\/cite>, 96(3), 471-491. <a href=\"https:\/\/psycnet.apa.org\/record\/2004-18154-006\" target=\"_blank\" rel=\"noopener\">https:\/\/psycnet.apa.org\/record\/2004-18154-006<\/a><\/span><br \/>\r\n<span class=\"muted\"><sup>3<\/sup> Diamond, A. (2013) \u2013 overview of executive functions and what helps develop them. Diamond, A. (2013). Executive Functions. <cite>Annual Review of Psychology<\/cite>, 64, 135-168. <a href=\"https:\/\/doi.org\/10.1146\/annurev-psych-113011-143750\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1146\/annurev-psych-113011-143750<\/a><\/span><br \/>\r\n<span class=\"muted\"><sup>4<\/sup> Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D. (2009). Assisting students struggling with reading: Response to intervention (Rtl) and multi-tier intervention in the primary grades (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. <a href=\"https:\/\/ies.ed.gov\/ncee\/wwc\/PracticeGuide\/3\" target=\"_blank\" rel=\"noopener\">https:\/\/ies.ed.gov\/ncee\/wwc\/PracticeGuide\/3<\/a><\/span><br \/>\r\n<span class=\"muted\"><sup>5<\/sup> Meltzer, L. (2010) \u2013 practical strategies for supporting executive skills. Meltzer, L. (Ed.). (2010). <cite>Executive Function in Education: From Theory to Practice<\/cite>. Guilford Press. <a href=\"https:\/\/www.guilford.com\/books\/Executive-Function-in-Education\/Lynn-Meltzer\/9781462534531\" target=\"_blank\" rel=\"noopener\">https:\/\/www.guilford.com\/books\/Executive-Function-in-Education\/Lynn-Meltzer\/9781462534531<\/a><\/span><br \/>\r\n<span class=\"muted\"><sup>6<\/sup> Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. <cite>Child Development<\/cite>, 81(6), 1641-1660. <a href=\"https:\/\/doi.org\/10.1111\/j.1467-8624.2010.01499.x\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1111\/j.1467-8624.2010.01499.x<\/a><\/span><br \/>\r\n<span class=\"muted\"><sup>7<\/sup> Occupational Therapy Helping Children. (n.d.). Understanding children's executive functioning milestones. Retrieved 10-29-2025 from <a href=\"https:\/\/occupationaltherapy.com.au\/executive-functioning-milestones\" target=\"_blank\" rel=\"noopener\">https:\/\/occupationaltherapy.com.au\/executive-functioning-milestones<\/a><\/span><\/p>","protected":false},"excerpt":{"rendered":"<p>What is executive functioning? What is executive functioning? Executive functioning is the brain&#8217;s &#8220;manager.&#8221; We can define executive functioning as the set of mental skills that enable us to plan, organize, and execute the steps to achieve a goal.<\/p>\n","protected":false},"author":1283,"featured_media":47464,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[116,101],"tags":[144],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v20.9 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Executive Functioning | Boosting Kids\u2019 Brain Skills<\/title>\n<meta name=\"description\" content=\"\ud83e\udde0 Help kids strengthen working memory, planning, organization, and self-control using step-by-step routines, multisensory tools, and simple habits.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blog.allaboutlearningpress.com\/what-is-executive-functioning\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Executive Functioning | Boosting Kids\u2019 Brain Skills\" \/>\n<meta property=\"og:description\" content=\"\ud83e\udde0 Help kids strengthen working memory, planning, organization, and self-control using step-by-step routines, multisensory tools, and simple habits.\" \/>\n<meta property=\"og:url\" content=\"https:\/\/blog.allaboutlearningpress.com\/what-is-executive-functioning\/\" \/>\n<meta property=\"og:site_name\" content=\"All About Learning Press\" \/>\n<meta property=\"article:publisher\" content=\"https:\/\/www.facebook.com\/allaboutlearningpress\" \/>\n<meta property=\"article:published_time\" content=\"2025-12-19T17:38:31+00:00\" \/>\n<meta property=\"article:modified_time\" content=\"2025-12-19T17:44:24+00:00\" \/>\n<meta property=\"og:image\" content=\"https:\/\/blog.allaboutlearningpress.com\/wp-content\/uploads\/2025\/12\/What-is-Executive-Functioning-AdobeStock_1563997484-BT-540x400-1.jpg\" \/>\n\t<meta property=\"og:image:width\" content=\"540\" \/>\n\t<meta property=\"og:image:height\" content=\"400\" \/>\n\t<meta property=\"og:image:type\" content=\"image\/jpeg\" \/>\n<meta name=\"author\" content=\"Susan Scott\" \/>\n<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n<meta name=\"twitter:creator\" content=\"@LearningPress\" \/>\n<meta name=\"twitter:site\" content=\"@LearningPress\" \/>\n<meta name=\"twitter:label1\" content=\"Written by\" \/>\n\t<meta name=\"twitter:data1\" content=\"Susan Scott\" \/>\n\t<meta name=\"twitter:label2\" content=\"Est. reading time\" \/>\n\t<meta name=\"twitter:data2\" content=\"12 minutes\" \/>\n<script type=\"application\/ld+json\" class=\"yoast-schema-graph\">{\"@context\":\"https:\/\/schema.org\",\"@graph\":[{\"@type\":\"Article\",\"@id\":\"https:\/\/blog.allaboutlearningpress.com\/what-is-executive-functioning\/#article\",\"isPartOf\":{\"@id\":\"https:\/\/blog.allaboutlearningpress.com\/what-is-executive-functioning\/\"},\"author\":{\"name\":\"Susan Scott\",\"@id\":\"https:\/\/blog.allaboutlearningpress.com\/#\/schema\/person\/e86a273128a6a65a52d7c0721c451b5e\"},\"headline\":\"What is Executive Functioning? 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