In this episode of the Good Inside with Dr. Becky podcast, Dr. Becky Kennedy and Zac Grisham delve into executive functioning, the cognitive skills that enable individuals to organize their world and manage their behavior effectively. They explain the various components of executive functioning, such as impulse inhibition, working memory, and cognitive flexibility, and how developing these skills is crucial for children's everyday lives.
The episode also explores the relationship between executive functioning and ADHD, offering strategies for building routines, fostering resilience, and improving impulse control and self-regulation. Grisham and Kennedy provide practical tips for parents and caregivers to support children in developing these essential skills, emphasizing the importance of patience, consistency, and a strengths-based approach.
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According to Zac Grisham and Becky Kennedy, executive functioning refers to cognitive skills that enable individuals to organize their world and manage their behavior effectively. These abilities, governed by the prefrontal cortex, include impulse inhibition, working memory, cognitive flexibility, planning, organization, and self-regulation.
Grisham highlights that developing executive functioning skills is crucial for children's everyday lives, yet a prolonged process as the prefrontal cortex matures throughout adolescence. Kennedy adds that repeated practice and feedback are key for children to internalize these routines over time.
Children with ADHD often exhibit deficits in executive functioning skills like impulse control, focus, and task planning, per Grisham. He likens kids with ADHD to having a fast car with faulty brakes, struggling to inhibit impulses. Grisham and Kennedy advocate reframing ADHD-related challenges as skill deficits rather than personal failings to foster understanding and adaptation.
Grisham and Kennedy suggest validating children's impulses, providing pauses for self-reflection, and engaging them in problem-solving after impulsive incidents to build self-control gradually.
According to Kennedy, visual aids like charts and using environmental cues can help establish daily routines. Both experts stress consistency is crucial, even after disruptions, for habits to develop through repetition.
Reframing the goal as tolerating frustration, not eliminating it, can cultivate resilience, says Kennedy. Grisham adds that modeling problem-solving and encouraging effort over praising outcomes supports resilience, especially for children with ADHD prone to frustration.
1-Page Summary
According to Zac Grisham and Becky Kennedy, executive functioning constitutes a crucial set of cognitive skills that enable an individual to manage and structure their activities and behavior effectively.
As defined by Grisham, executive functioning leverages the prefrontal cortex to manage one’s world and reality. This broad skill set involves controlling instincts, maintaining working memory to address immediate problems, and planning for future events. It's the brain's control center for navigating life's complex tasks and situations.
These skills, as mentioned by Becky Kennedy, span various cognitive processes. They include the ability to resist impulses, hold information in the mind to apply to tasks (working memory), adapt thinking or strategies (cognitive flexibility), and plan ahead. Grisham adds that executive functioning also encompasses managing and regulating emotions (emotional dysregulation) and the speed at which an individual processes information (processing speed). These components together govern self-regulatory behaviors necessary for goal-directed activities.
Zac Grisham implies that the development of executive functions in children corresponds with the maturation of the prefrontal cortex, which continues to grow throughout adolescence. The growth of this brain region facilitates the gradual enhancement of organizational and planning s ...
Definition and components of executive functioning skills
Zac Grisham and Becky Kennedy explore the challenges children with ADHD face, focusing on the deficits in executive functioning skills such as impulse control, focus, and task planning that often accompany the condition.
Grisham acknowledges the difficulties for those with ADHD, highlighting the need to inhibit impulses and plan ahead. He provides an analogy, describing kids with ADHD or executive dysfunction as having a very fast car with brakes that need work, suggesting an innate challenge in controlling impulses, part of executive functioning. ADHD diagnosis is frequently accompanied by some form of executive dysfunction, which manifests as an inability to meet developmental milestones for skills such as impulse inhibition, processing speed, short-term working memory, and focused attention.
Kennedy presents the relationship between executive functioning and ADHD as a vital perspective for parents to understand their children's struggles. This understanding can prevent parents from taking behaviors personally or seeing themselves or their children as failures. Grisham reinforces that parents, with this understanding, can be compassionate with themselves and their children, reframing challenges as part of ADHD rather than as personal failings. ...
The relationship between executive functioning and ADHD
Zac Grisham and Becky Kennedy highlight strategies to bolster executive functioning skills in children, with a focus on impulse control and self-regulation, building routines and habits, and fostering resilience and frustration tolerance.
Grisham and Kennedy detail methods to bolster self-control in children, recognizing it as a skill that develops over time, for both children and adults.
Grisham underlines becoming aware of when children are most impulsive and discussing the thought process behind their actions. Kennedy adds to this by suggesting that acknowledging a child’s impulse openly and equipping the child with strategies to manage their response helps in developing self-regulation. Grisham further mentions giving children a brief pause to think before reacting, this, in turn, slows down their impulsive thoughts and provides an opportunity for self-control.
Grisham advocates for allowing children to make mistakes but then using feedback and reflective discussions to navigate impulsivity. The discussions should query what the child was thinking and feeling, and what they could have done differently.
Kennedy and Grisham discuss how established routines can enhance organization and executive function in children.
They suggest employing visual aids, such as charts and pictures, as reminders for completing tasks, and using the environment to signal daily routines. Grisham acknowledges the importance of visuals, particularly for those who struggle with executive dysfunction. Kennedy endorses trying out visual aids for a week to appreciate their effectiveness in managing children's routines and transitions.
Grisham insists on the need for ongoing efforts, advising parents to get back to routines after disruptions such as vacations.
Kennedy and Grisham link resilience and frustration tolerance to the capacity for effective problem-solving and maintaining an encouraging attitude through challenges.
Kennedy highlights th ...
Strategies for developing executive functioning skills in children
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