- Have you tried timers, lists, etc. and found that they don’t help your child?
- Are you constantly prompting him to do routine tasks?
- Has tutoring or “talk therapy” not been effective in helping to build executive function skills?
- Do you feel like school doesn’t truly understand your child’s executive functioning challenges?
- Do you want your son to be more independent and for you to stop acting as his executive functioning?
- You are not alone!
Does this describe your son?
- Struggles with feeling the passage of time or seems to have no sense of time
- Has difficulty getting ready in the morning without constant prompts/reminders
- Appears to lack situational awareness (ability to “read a room”)
- Requires constant supervision to complete non-preferred tasks
- Lacks motivation for anything that is not interesting to him
- Over or under-estimates how long homework will take
- Has difficulty transitioning off of video games/computers
- Struggles to tell a story in a narrative format (clear beginning, middle, end)
- Leaves belongings at various places
- Struggles during less structured times (gym, recess)
- Does homework but forgets to turn it in
- Carries around too much in his backpack and never cleans it out
- Cannot do homework without constant supervision
- Becomes angry when asked to do tasks that involve multiple steps
- Gives too many details or irrelevant details when talking or writing
The root of executive functioning challenges has to do with three main areas:
1. Using self-directed talk (inner dialogue)
2. Utilizing non-verbal working memory (the ability to visualize the future and create a plan to complete a future task)
3. Learning how to “feel” time as a concrete concept
Our approach to teaching executive functioning is about getting to the root of executive functioning weaknesses and building skills that have not developed naturally.
We teach simple, kid-friendly skills and strategies which are not taught in schools or in traditional counseling/”talk therapy” including:
- Developing self-directed talk (our inner dialogue required to get things done)
- Learning how to visualize the future and create a goal-directed plan (improving non-verbal working memory)
- Improving situational awareness (being on the “timeline” of what’s happening at a particular time & place and understanding next steps)
- “Feeling” the passage of time to estimate how long tasks will take as well as how to self-monitor one’s use of time
- Doing homework in a time-efficient manner, based on one’s tolerance level for particular subjects
- Develop a goal-setting approach to homework, motivating oneself to get through non-preferred tasks
- Become less prompt-dependent on parents/teachers and more independent
Executive function treatment is done in individual sessions with Ryan Wexelblatt, LCSW-Director. Parents are present for all or a portion of the session, depending on age.
Executive functioning weaknesses do not just go away with maturity. Contact us below so we can help your son move from being “prompt-dependent” to independent.
Please contact us below to discuss next steps