Executive Functioning Student Skills Accommodations & IEP Goals

Executive Functioning Student Skills  Accommodations & IEP Goals l Miss Rae's Room Special Education Teaching Blog

Executive Functioning (EF) skills are a bigger indicator of school readiness and predictor of academic success than IQ.

EF skills are an umbrella term for the cognitive processes of planning, working memory, attention, problem solving, mental flexibility, verbal reasoning, mental flexibility, and emotional self regulation.  These skills impact time management, organization, initiation of tasks, multi-tasking and planning ability, and making connections between past experiences and current actions.

Essentially, they help students set a stage for and engage in learning!

EF skills are required for learning!  

What are the signs that EF skills are impacting a student?

-forgetting multi-steps for solving problems
-forgetting multi-step directions
-daydreaming in class
-being easily distracted
-trouble starting tasks independently
-difficulties with organization
-losing things frequently
-time management difficulties
-being unable to finish assignments on time
-struggling with transitions
-forgetting names, directions, homework assignments

So what can we do for our students who need a little EF support?  Well, we can start with some classroom accommodations!

Executive Functioning Accommodations:
*Visuals!  (i.e. picture schedules)
*Alert to transitions
*Step-by-step instructions in simple language supported with visuals
*Color code steps in directions
*Graphic organizers
*Timers!  (i.e. iPads, sand timers, laptops)
*Cue student prior to being called upon
*Provide an outline of notes for lectures
*Highlight keywords
*Use a highlighted strip of paper for reading
*Sign-off on student agenda daily
*Provide checklists for completion of tasks, including editing checklists
*Preferential seating (i.e. away from distractions, near good models, close proximity to a teacher)

​And for your students who have EF disorders, we can support them with IEP goals!

Here are some sample Executive Functioning IEP goals and objectives:

Given direct instruction, XXX will develop the ability to attend to individual tasks and will improve his/her executive functioning skills through the use of learned strategies for attention and organization in 3 out of 5 observable opportunities by the end of the IEP period.

1. Given support and visual cues, XXX will create a system for organizing personal items in his/her locker/desk/notebook/homework agenda in 3 out of 5 observable opportunities.

2. Given direct instruction and visual supports, XXX will be able to independently and successfully navigate a structured routine within the general education classroom in 3 out of 5 observable opportunities.

3. After explicit and direct instruction, XXX will develop a self regulatory plan for carrying out multi-step tasks (i.e. completing homework, writing an essay, doing a project) and given practice, visual cues and fading adult supports, will apply the plan independently to new situations in 3 out of 5 observable opportunities.

4. Given direct instruction and visual supports, XXX will attend to independent, small group, and whole class instruction and activities with no more than 2 verbal prompts in 3 out of 5 observable opportunities.

Given direct instruction through a cognitive enhancement program, XXX will independently apply learned strategies to improve executive functioning skills in 3 out of 5 observable opportunities by the end of the IEP period.

1. Given support and visual cues, XXX will select and create a system for organizing assignments and school work in 3 out of 5 observable opportunities.

2. Given support and fading adult support, XXX will use a checklist and/or visual schedule to independently complete tasks in 3 out of 5 observable opportunities.

3. Given a task or activity, XXX will indicate and gather what items are needed to complete the task in 3 out of 5 observable opportunities.

4.  Given a task or activity, XXX will create a plan to complete the task in 3 out of 5 observable opportunities.

Given direct instruction, XXX will develop the ability to attend to individual tasks and will improve his/her executive functioning skills through the use of learned strategies for attention and organization in 3 out of 5 observable opportunities by the end of the IEP period.

1. XXX will arrive at class with required materials for daily assignments (i.e. paper, pen, pencil, notebook, textbook, chromebook) in 3 out of 5 observable opportunities.

2. XXX will arrive to class on time in 3 out of 5 observable opportunities.

3. XXX will identify and follow rules in lunchroom, bathroom, halls, and/or bus in 3 out of 5 observable opportunities.

4. XXX will identify and follow rules as specified in each class in 3 out of 5 observable opportunities.

Given direct instruction and fading adult support, XXX will remain on task and work independently on classroom tasks in 3 out of 5 observable opportunities by the end of the IEP period.

1. Given direct instruction and fading adult support, XXX will independently begin an assigned task from a prearranged schedule with fading adult support in 3 out of 5 observable opportunities.

2. Given fading adult support, a divider or cubby for distractions, and/or preferential seating, XXX will ignore distractions in environment by continuing to focus on own work in 3 out of 5 observable opportunities.

3.  Given fading adult support, a divider or cubby for distractions, and/or preferential seating, XXX will work steadily on task for length of time required by the teacher when given an assignment or activity in 3 out of 5 observable opportunities.

4. Given direct instruction and fading adult support, XXX will attempt to independently resolve problems with an assignment before asking for help in 3 out of 5 observable opportunities.

So what does this service look like on a student's IEP? Well, that depends. And it mainly depends on the student. Ask yourself,"What does the student need?" 

Does the student struggle with initiating tasks? Perhaps that means that a student needs 5 minutes at the start of each lesson for instruction on initiating the task. That might mean gathering and organizing materials. It may also include breaking down the task into manageable steps.

Does the student struggle with attending to tasks? Maybe this student needs direct training on using checklists or strategies for focus. This may mean a 5 to 10 minute small group on attending strategies with some additional support in the classroom on how to implement those attending strategies.

Each student is different. Determine the need and develop a plan to bolster that need into a strength!

Happy teaching!

By Miss Rae

Executive Functioning Student Skills  Accommodations & IEP Goals l Miss Rae's Room Special Education Teaching Blog