Executive function is an umbrella term which describes our skillset in future-focussed planning: how we manage our personal resources (time and energy), how we take stock of what's going on, estimating what might be required of us, monitoring what's available and keeping our body and its reactions in check. It is often divided into hot and cool functions which support us to manage our emotional responses and keep us focussed on the task at hand.

Executive function is very significant in life outcomes and therefore it is a critical area to better understand and support.

This section relates to Chapter 7

NCIM Action Point 7.1:

Social and Economic Risk Factors

Risk Factors which can impact on executive function:

• Children born in the last four months of the academic year

• Premature birth

• Children who have been in foster care or adopted

• Children of parents who are experiencing serious chronic physical or mental health conditions

• Female

• Identified safeguarding risks

• Social Care involvement

• Single parent families, especially young mothers

• Multi-lingual learners

• Black, minority ethnic, Gypsy Roma Traveller origin

• Challenging behaviours, at risk of exclusion

• Withdrawn behaviours

• Longer term medical conditions

• Low socioeconomic status

The research in executive function development is uncomfortable to read at times and is definitely an area which needs critical review and further, more nuanced research into the intersectionality of factors which can affect its development.

The factors listed below are not a commentary on the value of someone's personal characteristics, but simply a list of factors which may affect the development of a child's executive function. It can be helpful to consider the number of visible and invisible barriers which might be affecting a child or young person, so when you think about next steps, you can consider a holistic and wide-reaching approach to supporting their progress.

NCIM Action Point 7.2:

Working Memory (Updating)

The Turner Ridsdale Working Memory Test:

Although this hasn't been standardised for a while, it is very useful!

Luria's Visuomotor Sequencing Test:

With fingers fully extended and the pupil following, make the 3 following motions in sequence, and ask the pupil to follow along:

1. Make a fist with the right hand

2. Then make a chopping/cutting motion with the right hand, with the edge of the hand hitting your knee or on a table (i.e. - “Karate Chop!”)

3. Then put your palm down with fingers extended

You and the pupil then repeat this motion together 3 more times. The hand motions can be reinforced by counting from 1 to 3 along with each segment, or by saying “cut, fist, and slap.” Pupils are then asked to repeat these sequence of movements unguided six times in two different cycles. Firstly, at their own pace. Then at 60bpm.

How to score:

Pupil gets all six correct alone = 3 points

Pupil gets three correct alone = 2 points

Pupil gets three correct with you = 1 point

Pupil cannot do three correct with you = 0 points

NCIM Action Point 7.3:

Impulsivity (Inhibition)

The Go, No-Go Test:

Tell the pupil: “Tap once when I tap once.”
To be sure that the pupil has understood the instruction, do a series of 3 trial runs first:
1-1–1

Tell the pupil: “Do not tap when I tap twice.”
To be sure that the patient has understood the instruction, do a series of 3 trial runs first:
2-2–2

Now perform the actual following series:

1–1–2–1–2–2–2–1–1–2

How to score:

Pupil makes no errors = 3 points

Pupil one or two errors = 2 points

Pupil makes three or more errors = 1 point

Pupil copies you rather than understanding the demands of the test = 0 points

The University of Utah - Colour Stroop Test:

The Stroop Test is a measure of working memory and attention. When the colors and words are conflicting, the brain must work hard to filter out competing signals. Reading is such an automatic task that the brain needs to actively inhibit it and direct its attention instead to saying the colour of the letters. The resulting delay is called the Stroop Effect. Have a go!

Pupil Observation form:

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NCIM Action Point 7.4:

Shift (Inflexibility)

Strengths and Difficulties Questionnaires:

The SDQ does not just measure Shift. It is an overall assessment of psychosocial strengths and difficulties. However, it is very relevant when considering shift. Have a look at their website for more detailed information.

Pupil Observation form:

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Phonological Processing

Visual Processing

Handwriting & Sensory Integration

Executive Function

Social Emotional Mental Health

Physical Health