The Executive Function Question Most Parents Are Asking—And the One They Should Be Asking Instead

By Regina Symons, Ph.D., BCBA-D, LBA

"Does my child have executive function difficulties?"

It's a common question parents ask. Difficulties with organization, homework, emotional regulation, following directions, time management, or getting started on tasks can all leave families wondering whether executive functioning is the underlying issue.

It's an important question.

But there is another question that is even more helpful.

Which executive function skills does my child need to learn?

That shift may seem subtle, but it changes the conversation entirely.

Too often, executive functioning is treated as though it were a single ability that children either have or don't have. In reality, executive functioning is made up of many different, interconnected skills that help us plan, organize, initiate tasks, remember information, regulate emotions, solve problems, adapt to change, advocate for ourselves, and manage our own behavior. Every child has a unique profile of strengths and areas for growth across these skills.

When executive functioning is viewed as one broad ability, intervention often remains broad as well. Parents may hear recommendations to "work on executive functioning" without being given a clear understanding of what that actually means or where to begin.

That is where assessment becomes so valuable.

A comprehensive executive function assessment should identify a child's unique executive function profile by examining the individual skills that contribute to success at home, in school, and in everyday life. This is one of the advantages of a criterion-referenced approach to assessment. Rather than asking how a child compares to other children of the same age, a criterion-referenced assessment asks a different question: Which executive function skills can my child already demonstrate independently, and which skills are ready to be taught?

The assessment results become a roadmap.

Parents are able to gain a clearer understanding of why everyday challenges are occurring and, more importantly, what they can do to help. Teachers gain insight into how executive function skill deficits may be affecting classroom performance and can implement practical supports within daily routines. Therapists can use the results to develop intervention goals that target the underlying skills rather than simply responding to the behaviors those skill deficits produce.

Assessment also establishes a meaningful baseline. By identifying a child's current repertoire of executive function skills before intervention begins, parents and professionals can monitor progress over time, evaluate whether instruction is producing meaningful improvements, and adjust goals as new skills emerge. Rather than wondering whether a child is "doing better," they can identify exactly which skills have improved, which continue to require support, and what should be taught next.

Perhaps just as importantly, assessment creates a shared understanding among everyone supporting the child. Parents, teachers, therapists, and other professionals often observe different behaviors because children encounter different expectations across settings. A comprehensive assessment provides a common language for discussing strengths, identifying priorities, and coordinating intervention so everyone is working toward the same outcomes.

The encouraging news is that executive function skills are teachable.

Like reading, writing, or riding a bicycle, executive function skills develop through instruction, practice, feedback, and opportunities to use them in meaningful situations. They are not fixed traits that children either possess or lack. With thoughtful assessment, targeted instruction, and consistent opportunities to practice, these skills can grow over time.

What is your child’s path forward?