How does Executive Functioning Play a Role During Social Interaction?


Organization-for-SchoolExecutive functioning might be a new word to many of us focusing on social interaction with a child with special needs. However, the understanding of this word could mean the difference between successful social moments and the utter dread of interactions in the future for many students.

Executive functioning includes the abilities to focus attention,organize, plan, mediate emotion, use working memory, manage time, resist distraction, and monitor actions. Its name really says it all, it is what an “executive” of any successful business does. When a child has executive “dysfunction”, everyday tasks like sharing, taking turns, picking up on subtle social cues and staying attentive in class can be very difficult. And when children and teens falter in these basic social interactions, it can hurt them socially–isolating them from peers and making it difficult for them to make and keep friends.

To better understand how various executive functions play out in a child’s daily life, below are examples from Thomas Brown Ph.D., assistant clinical professor of psychiatry at the Yale University School of Medicine and associate director of the Yale Clinic for Attention and Related Disorders, of common childhood tasks and situations. The tables below list some of the executive functions required in specific situations* – and what difficulties result when the necessary executive functions are dysfunctional.

Executive function used Signs of executive dysfunction
Self-regulation She has a hard time waiting her turn and working cooperatively.
Managing frustration When frustrated with her peers, she may act out before trying to understand and manage the perceived conflict internally and/or through calm communication.
Playing a game with a group of her peers

 

Executive function used Signs of executive dysfunction
Organizing She can’t determine the steps for the project (or their sequence). She has trouble collecting resources and often misplaces what she does find. She struggles to put the pieces of the project together in an orderly or logical way.
Managing time She doesn’t set realistic task milestones to work through the project from start to finish.
Self-regulation She fails to monitor her progress.
Long-term projects

 

Executive function used Signs of executive dysfunction
Shifting attention She can’t “let go” of a task to attend to another project when instructed to. She gets “stuck” on a task or favorite pastime and can’t move her focus elsewhere when required.
Managing frustration She becomes angry or frustrated when she feels forced to switch gears.
Shifting between tasks

Other daily actions of children and teens whose executive skills are underdeveloped:

  • More likely than their peers to behave in socially unacceptable ways (like saying the wrong thing at the wrong time, running into things and people, talking rapidly and excessively or continuing to roughhouse after peers have stopped).
  • Less able to solve interpersonal problems.
  • Less likely to consider the consequences of their behavior.
  • Less likely to understand nonverbal communication, such as facial expression and tone of voice, or to interpret what others say.
  • Less adaptable to new social situations.
  • Less able to tolerate frustration and failure.

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If these examples look and sound familiar, consider Social Skill Builder’s video modeling software & apps. These learning tools were designed with these important skills in mind and incorporates them into every stage of learning. From Preschool to Middle/High mycommunitySchool, executive functions are targeted to help children and teens refine these critical skills and implement them in the real-life video situations they are presented.

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