A massive set of time
management and/or project/task management
skills that help us estimate a realistic perception of
the time, energy and steps necessary to “execute”
or accomplish a goal/task. This includes planning
one’s day, using a calendar, planner or agenda to
plan long-term, scheduling, planning one’s
writing/essays/papers, etc. Planning is how we
break down and chunk tasks into subtasks or
babysteps.

Skills for knowing how to
create “organizational systems” to keep track of
things, or do things that are organized enough that
we can execute to meet our goals.

Executing (doing) the
important thing over the preferred fun or easier
thing, when it matters. Decision making skills.

Skills to stay “on task” and without distraction. Ability to
manage and sustain attention while executing a task until finished. Resist temptation to shift to preferred things. Able to avoid distractions. Able to
redirect thoughts to the task at hand.

In order to focus, we must also build skills for “self-control” or “self management” to resist or inhibit distractions. Inhibition is about one’s ability to hold back, to pause, to think before
acting/speaking, to slow down and not be impulsive, to have self-restraint when it matters. Inhibition is the opposite of impulsivity or hyperactivity. Inhibitory skills help us focus by inhibiting thoughts, emotions, behaviors that are inappropriate for the setting, or that go against our long term well-being and goals.

: Now, if we can focus and
inhibit, we need skills to initiate, self-start, activate,
get the ball rolling, get the train moving, or begin
execution of the important tasks.

Skills to follow through. Continuing to try until finished, working to
full task completion, stick with it, perseverance,
persistence. Self-regulates to sustain attention, effort, execution. Tenacity. Grit.

Skills to be flexible, to shift
from activity to activity or task to task effectively.
Adaptable, can change gears, get back on track.
Includes getting from one class to another on time,
being prepared, getting out of the house in the
morning on time with everything needed, even how
we transition from one grade level to another.

Verbal self-talk and
visual imagery strategies that help us “keep things
in mind” as we work through things. Like juggling
balls, these are short-term memory skills. Able to
track important details during a process.

Having healthy
tools to regulate emotional states, to stay focused
on the tasks at hand. Ability to manage, express
and work through challenging emotions. Mindfully aware of thoughts and feelings. Has understanding of emotional needs and a vocabulary to describe these things objectively. Not ruled by emotions, the nervous system or the narrative. Responsive more than reactive.

Skills for self-awareness, introspective, reflective, mindful awareness, conscious of what we are doing. Self monitoring. Thinking about thinking. Self evaluation skills to learn from mistakes and
successes. Ability to take a step back and reflect
and problem solve. Also refers to self-checking the
quality of work, monitor progress. Self control, self
regulation.

This is crucial, and is all about emotional regulation and “fear” of feeling uncomfortable doing the
non-preferred task. Any approach to EF coaching
that does not help with the resistance is missing
the boat. These are skills that must be built.

While “self-care” isn’t exactly
an executive function “skill”, I listed this because
one’s ability to practice good self-care and
wellness habits has a massive impact on EF, and
requires EF skills. Restful sleep, food that actually
nourishes the body, adequate exercise.