Executive Functioning Skills, Part 2: Homework!

Executive Functioning Skills, Part 2: Homework!

Executive Functioning Skills, Part 2: Homework!                                Author: Krista Flack, MS OTR/L

Last week I talked about how executive functioning skills impact a child’s ability to fully participate in school.  This week I’m going to talk about how some of those same skill-sets can impact a child’s ability to complete their homework.  With children with well-developed executive functioning skills, the process of homework goes something like this:

• receiving the information to know what your homework is (meaning that attention was given during class, or that assignment rubrics were properly filed in an organized manner)
• remembering the assignment, requirements, and due date (requiring working memory or organizational skills to properly fill out a planner/assignment book)
• giving yourself enough time to complete the assignment or project (requiring planning and time management)
• starting and completing assignments in an appropriate order (requiring initiation, sequencing, and prioritization)
• completing all parts of assignments, without errors or omissions (this requires frustration tolerance, impulse control/inhibition, and problem-solving to work through problems, and self-monitoring to double check work for thoroughness and accuracy)
• tolerating interruptions and distractions during work (requiring sustained and divided attention and mental flexibility)
• bringing homework back to school and turning it in to the right teacher at the right time (organization, initiation, and time management)

As you can see, “doing your homework” requires so many more steps and skills than simply knowing the information.  When children have deficits in executive functioning, any one of these steps could be interrupted, resulting in homework not being completed or turned in.  When you add in the extra challenges some children have with academics, language, handwriting, etc., this entire process can become overwhelming, frustrating, and discouraging. 

There are many ways we can help our kids be successful despite some of these executive functioning deficits.  Of course, our favorite goal is to improve overall executive functioning skills so that the child is independent in these areas.  Sometimes, though, accommodations and modifications can be very helpful to reduce frustration and negativity associated with these difficulties.  Here are some accommodations and modifications that can be used for each step mentioned above:

• receiving the information to know what your homework is
  • use sensory strategies to help improve attention in class, so your child gets the information correctly the first time (ie fidgets)
  • ask about preferential seating, to minimize distraction in the classroom
  • ask your child’s teacher to double check his or her assignment book
• remembering the assignment, requirements, and due date
  • request that assignment sheets and important due dates be sent home
  • help your child get organized at the beginning of each day/week/month (as often as your child needs it), using color-coded materials for different subjects, do/done folders, or other organizational supplies; staying organized can be easier than initiating the organization
• giving yourself enough time to complete the assignment or project
  • TimeTimers or other visual timers can help a child manage their time better
  • visual or written schedules can help children stay on task and know what is coming next
• starting and completing assignments in an appropriate order
  • again, use a written or visual schedule, designed by you or in collaboration with your child, to list what needs to get done and in what order
• completing all parts of assignments, without errors or omissions
  • offer breaks at specific intervals or as needed (see Matt’s blog this week for ideas!)
  • help work through example problems for the child to refer back to
  • sit down and complete homework together, offering help as needed or as requested
  • double check your child’s work prior to it being turned in, so there is time to correct errors and complete missed parts
• tolerating interruptions and distractions during work
  • sensory strategies can be great to reduce distraction
  • find a quiet place to work to minimize distraction
• bringing homework back to school and turning it in to the right teacher at the right time
  • again, help your child get organized, and teach them to use the organizational system properly to stay organized
  • place reminders on commonly used items, like a pencil box or lunch box, to make sure assignments get turned in
  • ask for collaboration with teachers to offer verbal reminders during class time to submit assignments

These are just a few examples of what can be done to compensate for executive functioning deficits related to completing homework.  Talk to your child’s therapist or teacher for more ideas that might work better in your routine or use your child’s individual strengths more effectively.  And as always, if you have concerns about your child’s executive functioning skills, talk to your doctor or a Lowcountry Therapy Center therapist about a  FREE screening or evaluation.  We can help!