Executive Functioning

As we transition between seasons, many changes occur, however, we can find consistency and predictability in our habits and routines. Establishing routines and regular daily habits are important for many reasons, one being to support cognition.  The power of routine allows us to conserve our cognitive energy from daily tasks for use on more complex tasks.

In order to help students complete their daily tasks efficiently, we use a set of classroom procedures and routines to guide them through the sequence of tasks required upon arrival and dismissal. As a student becomes more familiar with the classroom routines, they will require less active thinking skills, allowing them to use higher-level thinking for their academics. This can also be translated into routines that occur within the home environment. Take, for instance, a task such as brushing one’s teeth which typically takes 2 minutes to complete, involves multiple steps which require planning and sequencing. At first, this simple task may be difficult to complete, however with continuous repetitive practice of the same sequence your child may be able to complete it more automatically - think of it like ‘muscle memory’! 

Quick tips for establishing routines: 

  • Break down each step into small components (i.e. opening toothpaste and applying it onto toothbrush)  
  • Use visual aids (i.e. checklist) 
  • Practice with repetition (i.e. multiple times per day) 
  • Talk-it out (i.e. verbally repeat steps while completing them) 
  • Add time component (i.e. setting a timer) 
  • Use alarms or reminders (i.e. sticky notes or smart phone/watch) 
  • Set clear and consistent expectations (i.e. visual demonstration or model) 

As children follow routines more efficiently, they will feel more confident and capable and gain a higher level of independence! 

When addressing routines, there is a great opportunity to enhance vocabulary.  Let’s think again about the task of brushing one’s teeth. When talking through the 

Toothpaste

steps, parents can use robust vocabulary.  For example, when taking the tube of toothpaste, instead of stating “First we open the cap and put the toothpaste on the toothbrush,” you can state, “First we unscrew the cap and then we squeeze the toothpaste onto the bristles of the toothbrush”. This not only models intentional vocabulary but also helps the student visualize the plan since you are being more specific.  

Another strategy to help internalize routines is to use physical gestures when explaining the steps before you actually do the task. While verbalizing the routine you can pair gestures to “show” what it will look like.  Going back to our example above, while stating “First we unscrew the cap...” you would act out what you are saying.  After you model it, you can also have your child simultaneously act out and state what they will do.