1. Executive Function John is a puzzle to me. He seems so bright and creative, and he always contributes wonderful ideas to our class discussions. However, he often does not hand in homework, he does not seem to study for tests, and he is usually late with projects. I don’t know if he is just lazy. I wish he was more motivated and invested in his work. -Sixth-Grade Teacher (from Meltzer)

2. The Myth of Sisyphus

5. 2 STRANDS OF EXECUTIVE FUNCTION Metacognitive Strand – Goal Setting – Planning/strategizing – Sequencing – Organization of Materials – Time management – Task initiation – Executive/goal-directed attention – Task Persistence – Working Memory – Set Shifting Social/Emotional Regulation Strand – Response inhibition (also know as impulse control) – Emotional control – Adaptability -Kaufman

6. Metacognitive Strand

7. Metacognitive Strand Goals

8. Metacognitive Strand Planning/Strategizing

9. Metacognitive Strand Sequencing

10. Metacognitive Strand Organization of Materials

11. Metacognitive Strand Time Management

12. Metacognitive Strand Task Initiation

13. Metacognitive Strand Executive/Goal-Directed Attention

14. Metacognitive Strand Task Persistence

15. Metacognitive Strand Working Memory

16. Metacognitive Strand Set Shifting

17. The Social/Emotional Regulation Strand

18. The Social/Emotional Regulation Strand Response Inhibition (also know as impulse control)

19. Why do we have so many signs?

21. The Social/Emotional Regulation Strand Emotional Control

22. The Social/Emotional Regulation Strand Adaptability

23. How Does It All Come Together?

24. Executive Functions Are Not a Unitary Trait Frequently referred to as “the CEO of the Brain” or the “Conductor of the Orchestra” These metaphors hint at the nature of EFs, but are far too general for effective understanding of the concept. These metaphors create the impression of a central control center or a singular control capacity A more appropriate metaphor for executive functions: “A Team of Conductors” and “Co-Conductors of a Mental Ability Orchestra” -Dr. Caren Baruch-Feldman

25. Can’t Versus Won’t “We are encouraging people to become involved in their own rescue.” Remember rewards will not work if the child does not have the skill. Reward programs imply that a child can do it if he/she wants to or is motivated enough to. This often leads away from the realization that many children who do want to change their behavior don’t know what to do to change it. Dr. Caren Baruch-Feldman