Executive Function

"Executive functions are a set of high-level mental abilities that help us plan, organize, and control behavior to achieve goals" (Ramos-Galarza et al., 2024 [1]; p. 2).

Executive function challenges are common in neurodiversity, especially for those with ADHD and Autism.

Various scientists have included different skills under the umbrella of executive function, including inhibitory control, working memory, planning, decision-making, emotional regulation, and cognitive flexibility [1]

Inhibitory Control involves reining in automatic impulses (attention, thoughts, behaviour, and emotions) by taking a pause and then deciding how to respond appropriately. Inhibitory control is 'thinking before acting' which includes considering our past experiences and future consequences of our current situation. [2]
Working Memory is our active memory - it allows us to temporarily hold small amount of data in our minds for immediate use. Working memory is important for learning, problem-solving, and other cognitive abilities. [3]
Planning is our ability to "think about the future" and select the necessary actions needed to reach our goal. Planning also involves putting steps in the correct order, deciding how much effort is needed for each task, and establishing a plan to follow. [4]
Decision-Making is the cognitive process of selecting a choice from an array of options. This process involves considering all the options, forecasting the outcomes of each option, and weighing the positives and negatives of each to choose the best option. [5]
Emotional Regulation involves a person’s ability to manage and respond to an emotional experience. Emotional regulation involves the use of strategies to manage difficult situations to help us cope with strong emotions. [6]
Cognitive Flexibility is one's ability to switch between thinking about two or more different concepts or to think about multiple concepts simultaneously. [7]

Below is an illustrative example of how a morning routine might play out for someone with and without executive function challenges.

* I would like to include the caveat that I am not a computer coder. The below 'coding' is used purely as an illustrative example.

Imagine getting up in the morning. You have a usual morning routine. Let's assume it includes getting out of bed and urinating. You then wash your hands and brush your teeth. Following this, you have a shower, drying yourself off, and get dressed. You may even moisturize or put on makeup.

If you are someone who does not have executive function challenges and find that you compete your routine as if it is a habit (does not require much thought or planning), it may look like the program on the right (or below if on mobile).

In this scenario, the 'program' runs smoothly. You know the tasks and just do them' in that order without having to put too much attention or effort into following the routine.

You decide "time to get up" and you do the things.

In contrast, if you are someone who experiences executive function challenges, you may find that you DO NOT feel that your routine is a habit.

In the morning, you decide what you are going to do and in what order. This may look more like the program on the right (or below if on mobile).

In this scenario, the 'program' runs with many starts and stops. At the end of each step, you may have to actively choose to do the next step (you have to attend and put effort into following the routine).

WHAT IS MOST IMPORTANT?

From the outside, this may look very similar to onlookers. Both people complete their morning routine.

But, the amount of effort / mental energy for the person with executive functioning challenges is much higher.

This means that the person also starts the day with less energy. Now imagine if this 'program' difference occurs for most activities throughout the day.

No wonder neurodivergent folks are exhausted at the end of the day.

References

[1] Ramos-Galarza, C., Brito, D., Rodríguez, B., Guerrero, B., Cruz-Cárdenas, J., & Bolaños-Pasquel, M. (2024). Systematic Review of Executive Function Stimulation Methods in the ADHD Population. Journal of Clinical Medicine, 13(14), 4208. https://doi.org/10.3390/jcm13144208

[2] https://www.foothillsacademy.org/community/articles/inhibitory-control-adhd

[3] https://www.psychologytoday.com/ca/basics/memory/working-memory

[4] https://www.cognifit.com/science/planning#:~:text=Planning%20is%20a%20fundamental%20cognitive,or%20reach%20a%20specific%20goal

[5] Sanjeev, S. (2013). Executive functions and decision making: A managerial review, IIMB Management Review, 25(4), 203-212, https://doi.org/10.1016/j.iimb.2013.07.005.

[6] https://www.selfinjury.bctr.cornell.edu/perch/resources/what-is-emotion-regulationsinfo-brief.pdf

[7] Shraddha, A. S., & Raksha A. M. (2023). Cognitive control in age-related hearing loss: A narrative review, Hearing Research, 436. https://doi.org/10.1016/j.heares.2023.108814