Is it EFD?

Page 10

Let’s say that you have a child in your care or classroom that seems to have an executive function disorder or a challenge of some kind. First and foremost, you cannot give a diagnosis to this child as you are not a medical professional. Instead, it is your responsibility to document your observations about the child and report them to parents to make the best decision for care, diagnosis, therapy, and additional educational supports.   

​Next, it is important to understand the factors that influence executive function and self-regulation on an atypical and on a typical continuum. ​   

Self-regulation and executive function develops over time and with experiences to sharpen skills. An infant will not have a developed sense of self-regulation yet, but will develop it after being soothed by adults in a positive manner. 

Being able to put a label on emotions and situations gives children more awareness which helps to develop self-regulation. Cognition also helps in nearly all realms of executive function. 

A child’s temperament or disposition will greatly influence self-regulation which directly supports executive function.  

A child who is slow to warm may have delayed reactions to stressful situations and need more explicit support in self-regulation. Oppositely, an active or feisty child may be quick to react by hitting or yelling and may need to be shown more appropriate reactions to practice.  

Interactions with adults who help the child regulate their emotions play a critical part in further developing self-regulation skills and executive function. Interactions that promote positive and healthy self-regulation will further help to build the proper skills.   

Keeping in mind these four things gives you a realistic comparison of what the child’s developmental level is where executive function and self-regulation is concerned. Use caution and your knowledge of child development and other extenuating factors when making observations.  ​  

Optional Resources for Further Study

• ​Executive Functioning Issues: Possible Causes By Amanda Morin for Understood.com​
• Executive Functioning – Where is it Controlled and How Does it Develop? / Remediation Techniques for Deficits and Dysfunction​ by Angie McCalla, MS, CCC-SLP, CBIS

Course Navigation Menu

1. Course Agenda
​​2. Pre-Assessment​ (1/5)
3. Executive Function Defined
4. Self-Regulation
5. Myths about Executive Function
6. A Day in the Life
7. What Does it Take? (2/5) ​ 

8. Rodney's Day and What it Takes
9. Signs of Executive Function Issues
10. Is it EFD?
11. Factors that Influence (3/5)
12. Executive Function Stages
13. Helping Executive Function
14. Getting to Know Children

15. Specific Accommodations 
16. Turning Some Ideas on Their Head
17. How is EFD Diagnosed
18. Check for Understanding (4/5) ​
19. End of Course Assessment (5/5)
20. End of Course Evaluation
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