Executive Function Skills for Autism PDF

# Autism is a dynamic Disability Part of that Disability is difficulty with **EXECUTIVE FUNCTION** skills. The Executive Function skills that I have trouble with are highlighted below: - Focusing - Flexible thinking - Planning - Controlling impulses - Coping with transitions - Memory - Making de...

# Autism is a dynamic Disability Part of that Disability is difficulty with **EXECUTIVE FUNCTION** skills. The Executive Function skills that I have trouble with are highlighted below: - Focusing - Flexible thinking - Planning - Controlling impulses - Coping with transitions - Memory - Making decisions - Prioritizing - Coping with hard things - Predicting - Inferencing - Identifying Solutions - Managing emotional response - Analysing - Perspective-taking - Initiating + Stopping a task - Problem solving - Sequencing - Comprehension - Learning Many Neurodivergent people have differences when it comes to Executive Function skills. Even when I try my best, I may not be able to demonstrate these skills. ## Well-Regulated - I am often able to access + demonstrate the Executive Function skills that I have. - **Impulse control** - **Analysing** - **Memory** **KIDS DO WELL WHEN THEY CAN** *Dr. Ross Greene* - I will need accommodations and support for the Executive Function skills that I am lacking. - Additionally, I hope my adults can show me empathy and kindness when I struggle. It can be upsetting for me when my best isn't good enough. ## Dysregulated - I cannot effectively access the Executive Function skills that I have: - **Problem Solving** - **Impulse Control** - **Analysing** - **Coping with Change** - **Memory** - **Managing Emotional Response** ## Executive Function Skills in School Most school tasks require these Executive Function skills. If I am dysregulated, I will likely struggle with many of them. This may look like: - **Not following Instructions** - Calling out, not waiting turn - Difficulty focusing on work - Explosive behavior - **Not following School rules** - Appearing very lethargic - Large responses to situations - Forgetting instructions - **Not attempting Schoolwork** - Overcome with big feelings - Procrastinating - Struggling with peers **If you notice any of these signals:** Encourage regulation strategies eg. Stimming, Movement, break, walk, fidget tools, drink, fresh air, quiet time, screen time, headphones, etc. ## And check that I have all the Executive Function skills required to do the task Task: not calling out **REQUIRES:** - impulse control - memory - focusing - **IF YES:** Are these EF skills that I need help with? - **IF NO:** I'm likely dysregulated - **IF YES:** I need the task/expectation adjusted - **IF YES:** I need support to get it done ## Dysregulation in Children If I don't have the opportunity to regulate, I may end up in extreme Neurodivergent distress (often still referred to as meltdowns or shutdowns). **Extreme distress is not an Autistic trait - it indicates significant unmet needs.** # Understanding Dysregulation If we remember that: - well-regulated = ↑ EF skills = more effective learning - Dysregulated = ↓ EF skills = difficulty with many tasks We can see how essential REGULATION IS. ## Things that may cause DYSREGULATION * Masking - Forced eye contact - Forcing body to be still - Over-socialising * Sensory - Sound - Light - Temperature - Smells, Tastes, Textures * Emotions - disappointment, anger, sadness, frustration, confusion, embarrassment, excitement, worry * Illness + tiredness * Unexpected change * Mental fatigue * Discomfort * Unmet needs that I can't easily identify or communicate # Top Tip for Helping Me THRIVE at school - Support & encourage REGULATION at all times. - Ensure unlimited access to tools & strategies. - Well-regulated= ready to learn - Help prevent dysregulation by having tools available: - Headphones, fidgets, different seating options - Ensure I don't miss breaks for any reason. - If I was unable to complete work, or access my EF skills (to meet expectations), this indicated that I am dysregulated and in great need of that break. - If I am having trouble with tasks or expectations, this indicated that I may be lacking the required skills, AND/OR I am unable to access those skills due to dysregulation. # About Me Things that make me annoyed, sad, overwhelmed or uncomfortable: Some ways I like to regulate: Thank you for understanding my needs.