Frequently Asked Questions

Executive functioning skills are the brain-based skills every person needs to get things done. They enable us to plan, focus our attention, remember instructions, juggle multiple tasks, handle our emotions, control our impulses, adapt to change, manage time, problem solve, and more. Students must have them to operate effectively at school, work, home, and to function independently as adults. EF skills start developing in the first year of life and continue evolving until we reach our mid- to late-20’s. Having strong Executive Function skills is more predictive of school and business success than having a high IQ.

Weak executive functioning skills may first appear as academic issues, behavioral or emotional problems, or even as physical issues. Here are some signs to look for that would indicate your child is struggling with executive function. Does your child…

• have a hard time starting homework, projects, or chores unless you remind them?
• lose things like homework, papers, books, assignments frequently?
• make careless mistakes because they lose focus?
• struggle to control clutter in their room, desk or backpack?
• forget things regularly like books they need for homework, due dates, or permission slips?
• quit or get side-tracked while in the middle of a task or assignment?
• perform inconsistently at school for no understandable reason?
• struggle with multi-step instructions?
• speak or act without thinking?
• interrupt conversations or activities?
• struggle to wait their turn?
• get upset over small issues or changes in their routine?
• have a hard time being flexible when that’s called for?
• lack awareness of their behavior and how it impacts others?
• struggle to recognize their mistakes and how to fix them?
• procrastinate or have a hard time estimating how long tasks will take?
• have a hard time getting places on time or meeting deadlines?
• struggle with planning ahead or prioritizing tasks they need to do?
• fail to recognize social cues?
• get into arguments frequently or avoid conflict altogether?
• struggle to maintain friendships?
• have a low bar for handling any kind of frustration?
• have work habits that vary from day to day?
• avoid things they’re not interested in, but lose themselves in things they find fascinating?

ADHD or “Attention-Deficit-Hyperactivity-Disorder” is a brain-based condition that begins in childhood and usually persists into adulthood. It is characterized by difficulty paying attention, impulsive behavior, and/or hyperactivity. ADHD exists on a continuum, which means that the severity of symptoms and challenges to daily life vary from mild to moderate to severe.

Children with ADHD always struggle with weak executive function skills such as following instructions, staying focused, planning and prioritizing, fidgeting, interrupting others, and managing their emotions.

Negative behaviors for kids with ADHD usually have a positive counterpart or “strength.” For example, those who struggle with impulsivity in the classroom may be a quick thinker on the tennis court. Those who get drawn into episodes of hyperfocus (intense concentration on a specific task that excites them to the exclusion of everything else) may use that passionate interest to write a book or learn a new skill. Also, depending on the severity of their ADHD, they may have both executive function skill weaknesses and strengths. If their working memory is strong but their organization skills are weak, a good working memory can help a child remember to write a daily to-do list to keep them on track. For this reason, it’s important to teach kids with ADHD new habits that help them play to their executive function strengths and work around their EF weaknesses.

From 1980 – 1987, ADHD was referred to as ADD. At that time, two types of ADD were recognized: 1) ADD with hyperactivity, and 2) ADD without hyperactivity. Today, the official name of the condition is ADHD, which stands for Attention- deficit/hyperactivity disorder.

Today, three types of ADHD are recognized. They are: 1) ADHD, predominantly inattentive presentation, 2) ADHD, predominantly hyperactive-impulsive presentation, and 3) ADHD, combined presentation.

Children with ADHD, predominantly inattentive presentation, make careless mistakes, are easily distracted, are disorganized, frequently lose things, daydream, have trouble paying attention, and often don’t finish tasks. Girls are more likely to have this type of ADHD.

Children with ADHD, predominantly hyperactive-impulsive presentation, will fidget, talk a lot, blurt out answers, interrupt, and struggle to sit still. Boys are more likely to have this type of ADHD.

Kids with ADHD, combined presentation, have symptoms in both categories. The traits associated with the different types of ADHD may differ between children and adults. For example, a child with hyperactivity may be physically active and unable to stop themselves from moving around in class. An adult with hyperactivity may talk a lot, fidget, have a “racing” mind, or be a workaholic.

Yes. It is part of the condition. ADHD is a disorder of executive functioning skills. If your child is diagnosed with ADHD, they will have both weak and strong executive function skills. For an ADHD diagnosis, a child must have weaknesses in 6 executive function skills, symptoms that persist for at least 6-months in multiple settings (home, school, social situations), and their challenges must interfere with the child’s functioning.

Yes, that is common.

Children may have weak executive function skills, but not enough for an ADHD diagnosis. Or perhaps they have 6 weaknesses that only manifest in school, not at home or when doing preferred activities. Students who only have weak executive function skills tend to struggle more with organization and task management skills – not with the impulse or emotional control issues that are more seen in children with ADHD. Students who only have weak executive function would not be given medication for their condition. They also tend to improve more quickly than kids with ADHD when taught compensating strategies or habits.

ADHD is a broader, more intense condition than weak executive functioning. Children with ADHD are more likely to struggle with hyperactivity (squirming, moving inappropriately, talking excessively) and impulsive behaviors (blurting interrupting, inability to wait, acting or speaking without thinking), which isn’t as prevalent in kids who only have weak executive function. ADHD is a more global condition, impacting school performance, home behavior, and social interactions, whereas weak executive function on its own may not be a problem in all these settings. Medication may help lessen the symptoms of ADHD, but children who have it still need to be taught compensating strategies to counter the natural impulses of their ADHD brain. They’ve spent years operating with executive dysfunction, practicing habitual behaviors that interfere with their life. It takes time and lots of practice to learn new, more productive ways to get things done.

At HabitCoach, we offer a free assessment that will show you your child’s strong versus weak executive function skills.

If you are concerned about your child’s behavior and want a full assessment to tell you if they have ADHD, a thorough evaluation process with medical professionals is needed. Here are some steps you might take to get to a complete assessment.

• Document your child’s issues. Think about when concerning behaviors occur, how frequently, and in what settings. Pay close attention to signs of inattention, hyperactivity, self-control, and organizational problems. Ask your child’s teacher for input.
• Talk to your pediatrician. They can administer screenings and standard checklists for ADHD. Depending on their findings, they may recommend that you see a specialist (child psychologist, psychiatrist, educational or neuropsychologist).
• If you go to a specialist, make sure you are seeing someone who well trained in working with kids with ADHD or executive dysfunction. They have several tools they’ll use to assess your child. They will interview you and your child, ask you or those who interact with your child regularly to complete questionnaires, and they may test or observe your child.
• The specialist will talk with you about their diagnosis and help you make a plan. If your child has ADHD, the plan may include medication, therapy, coaching, environmental modifications, or a combination of these approaches. The specialist can also guide you in getting an IEP (Individualized Education Plan) or 504 Plan to provide accommodations in the classroom. If your child has executive function weaknesses, the plan may involve working with a coach for skill-building interventions that counter their poor executive function skills and play to their strengths.

For kids with ADHD or weak executive functioning skills, it’s helpful for them to understand how their brain both supports and challenges them. If you don’t help them understand their condition, they may think of themselves as “dumb” or incapable when they struggle to do things that their siblings and friends seem to do easily. This can lead to low self-esteem. By learning how their brain works, they can understand why it has been so hard to meet their own and other people’s expectations. Many kids experience a sense of relief after learning their diagnosis. Here are some tips for explaining ADHD or executive functioning challenges to your child.

• Make sure you understand the specifics of how ADHD or weak executive function manifests in your child so you can clearly talk about it.
• Be positive and reassuring when you talk about it. Don’t let your child think they are “broken,” or something is wrong with them.
• Keep your explanation age appropriate. A younger child won’t be able to understand as much as an older child. For an older child, you can use words like “neurodiverse” and help them understand what that means.
• Be positive. Make it clear that many people have the same condition. It’s highly heritable and it’s likely your child has relatives who have it, and they manage it well. Say, “you’ll be able to do the same. This doesn’t mean that you aren’t smart or can’t do amazing things. You are and you can! Your brain just works differently. There are tools and tricks we will teach you that will help you succeed. We’ll figure out the best ones that will work for you.”
• Normalize it. Help your child understand that they are not alone and can be very successful with this, just like many kids and adults are who share the condition with them. You might tell them about famous people who have ADHD or executive function weaknesses like Michael Phelps, Simone Biles, Albert Einstein, and Richard Branson.
• Involve them in making their plan. Ask them what they think might work best for them. Empower them to consider solutions and new habits they may want to try. Let them know that there may be a period of trial-and-error before we find just what works for them, and that is to be expected.
• Talk about their strengths and talents. Celebrate these. Give your child opportunities to shine by leveraging what they do well. If your child struggles in school but is a wonderful actor or athlete, involve them in theater classes or sports where they can succeed. This will balance out the hits to their confidence they experience in places where they aren’t as successful, like at school.
• Invite questions and let your child know that they can talk with you about this anytime.
• Example conversation: “Hey [name], let’s talk about something important. I spoke to Dr. [name] today who told us that you have something called ADHD/weak executive function skills. That means that your brain works differently than other kids. It’s why certain things like paying attention / starting your homework / changes in plans / being quiet during class [whatever] is especially hard for you. But guess what? It also means that you’re more creative / talented / energetic [whatever] than many other kids. Lots of people have the same brain differences you do and there are tools you can use and new habits we can teach you that will help. It’s important that you know that this doesn’t mean there’s anything wrong with you. We just need to work together to find the best way for you to learn and do things. Remember, I’m always here to support you and talk with you about this. We’ll figure this out together!”

The treatment is essentially the same, except those with ADHD may be given medication, and they may qualify for certain accommodations and support in school that children who just have weak executive function skills might not receive.

Whether you have ADHD or weak executive function skills, it is the weak EF abilities that lead to behaviors that interfere with the child’s home, school, or social life. The person who assesses your child can guide you in creating a remediation plan. The plan may include medication, coaching, therapy, school interventions, and more.

ADHD is usually treated with one of three types of medications: 1) stimulants, 2) non-stimulants, 3) antidepressants. Stimulants are most commonly used because they increase levels of dopamine and norepinephrine in the brain, which are lower in people with ADHD. These chemicals help with attention, motivation, and thinking. Non-stimulants increase the levels of norepinephrine in your brain, but may not be as effective as stimulants. Anti-depressants work on the level of serotonin in your brain and are sometimes prescribed in combination with stimulants. The medications are most helpful for children with the inattentive type of ADHD who need assistance focusing and staying on task. Many kids describe the effect of medication as being akin to putting on glasses for the first time – it clears up the fog that kept them from getting things done.

When your child first starts medication, it may take some time to get the combination of meds and dosage right. These drugs do have side effects such as loss of appetite, upset stomach, dizziness. Talk to your doctor if your child takes these medications and isn’t seeing change and/or experiences side effects. Whether or not medication is right for your child is between you, your child and your doctor. Medication will help lessen the symptoms of ADHD, but children with the condition still need to be taught compensating strategies to counter the natural impulses of their ADHD brain. They’ve spent years operating with executive dysfunction, exhibiting habitual behaviors that interfere with their life. It will take time and practice to learn new, more productive ways to get things done.

Here are some things parents can do at home to help your child function better with ADHD or weak executive function skills:

• Remember that the behaviors associated with weak EF or ADHD are not the same as willful misbehavior. Try to respond with patience and compassion.
• Give your child positive attention every day. Kids with ADHD receive 5 pieces of negative feedback/day. When you notice your child doing something right or well, say something! This will feed their self-esteem. Compliments are free and they go a long way towards motivating your child and building confidence.
• Have clear routines and consistent schedules in your home life.
• Use visually available charts and checklists to help your child manage chores and tasks.
• Teach your child how to break bigger chores and tasks into smaller, more manageable chunks that they can easily handle.
• Model the use of calendars, planners, and to-do lists. Talk about how long things will take to accomplish and how to break tasks up so they can be completed on time.
• Give your child a structured space for homework and study-time that is quiet, neat and easily accessible. Teach your child to clean it up and organize it every week.
• When your child is doing homework, encourage them to get up and stretch every 25-minutes or so.
• Give your child a stress ball or squishy toy to keep in their pocket and squeeze when needed.
• Make sure your child gets ample exercise to work off any excess energy.
• Play games that require strategic thinking and problem solving.

We used to think that about half the kids with ADHD would get better when they became adults. But the most recent studies show that that ADHD and executive function weaknesses almost always continue after a child grows up. The symptoms of ADHD and Executive dysfunction might change over time as a person’s brain does continue to develop until their mid- to late-20’s. If you’re diagnosed with ADHD as a child and you get help, you’re likely to still have ADHD when you mature, but it may seem milder because you’ve developed habits and strategies allowing you to work around your symptoms.

There are 10 main executive function skills that may be impacted when you have ADHD or weak EF abilities. They are:

• Working Memory – that means being able to retain new information and do something with it, like following instructions you just heard.
• Emotional Control – This means being able to control your feelings while getting through daily life.
• Mental Flexibility – This is having the ability to change your plans in the face of new information or setbacks.
• Response Inhibition – this means self-control. It’s being able to resist doing something you really want to do but know you probably shouldn’t do.
• Meta-cognition – this means self-awareness. It’s the ability to evaluate your own skills and adjust them as needed.
• Organization – that’s having systems that help you keep track of information or materials, such as having to-do lists or bins for your child’s toys.
• Time Management – this is having a sense that time is important, knowing how to allocate your time, and being able to estimate how long things will take to do.
• Task Initiation – this means getting started on something new. People who struggle with this think of themselves as procrastinators.
• Planning and Prioritizing – this is being able to figure out the things that need to be done to accomplish a goal and then knowing the order in which to do those things.
• Sustained Attention – This is being able to focus even when you’re tired, bored or uninterested. It’s also about setting goals and working towards them without getting distracted.

There are 3 types of ADHD. 1) Attention-deficit/hyperactivity disorder, predominantly hyperactive-impulsive type, 2) Attention-deficit/hyperactivity disorder, predominantly inattentive type, 3) Attention-deficit/hyperactivity disorder, predominantly combined type.

People with ADHD, predominantly hyperactive-impulsive presentation, tend to be fidgety or restless, plus they tend to struggle with weakness in these executive functions:

• Working Memory – that means being able to retain new information and do something with it, like following instructions you just heard.
• Emotional Control – This means being able to control your feelings while getting through daily life.
• Mental Flexibility – This is having the ability to change your plans in the face of new information or setbacks.
• Response Inhibition – this means self-control. It’s being able to resist doing something you really want to do but know you probably shouldn’t do.
• Meta-cognition – this means self-awareness. It’s the ability to evaluate your own skills and adjust them as needed.

For those with ADHD, predominantly inattentive presentation, weaknesses in these EF skills are most common:

• Organization – that’s having systems that help you keep track of information or materials, such as having to-do lists or bins for your child’s toys.
• Time Management – this is having a sense that time is important, knowing how to allocate your time, and being able to estimate how long things will take to do.
• Task Initiation – this means getting started on something new. People who struggle with this think of themselves as procrastinators.
• Planning and Prioritizing – this is being able to figure out the things that need to be done to accomplish a goal and then knowing the order in which to do those things.
• Sustained Attention – This is being able to focus even when you’re tired, bored or uninterested. It’s also about setting goals and working towards them without getting distracted.

Those who struggle with ADHD, predominantly combined type, will be challenged by executive function skills in both categories.

HabitCoach takes a systematic approach to helping students with ADHD or weak executive function skills.

• Children are evaluated to determine their weakest and strongest executive function skills. Their coaches will work with them to leverage their strengths to give them advantages and create new habits to counter the EF weaknesses that interfere with their life.
• As the coach gets to know your child, they’ll talk about their executive function strengths, along with their weaknesses. With their coach’s support, your child will choose an EF strength or weakness that they’d like to work on. Together, they’ll select a supporting habit to improve the skill that the child can practice until it becomes routine for them.
• Regular check-in sessions with their assistant coach reinforce the habit they’re working on and build accountability. With practice, the new habit will stick and become your child’s natural behavior. Your child and their coach will then choose a new supporting habit to add to their life, and your child’s progress continues!

At HabitCoach, we encourage your child and their coach to choose the compensating habits the child will work on. Here is why:

• Kids know which executive function weaknesses cause them the most difficulty. As they start to trust their coach and share feelings about their struggles, they’ll be building meta-cognition (self-awareness of their strengths and weaknesses), a key executive skill.
• When your child sets a goal for themselves, such as a habit they want to work on, they are learning to rely on themselves to set and achieve goals, a key objective of this coaching. Plus, knowing how to set your own goals is an important executive function skill we want your child to learn for the long term.
• Kids who set their own goals are also more motivated to work on them and succeed.
• Students with ADHD or poor executive function skills have been relying on their parents to assist them for quite some time. At HabitCoach, our goal is to teach your child to become more independent, and take the parent out of the day-to- day assistant role.

The Pomodoro Method is a tool we teach students at HabitCoach who struggle with time management and sustained attention. It is a time management system created by Francesco Cirillo, who used a tomato-shaped timer to help kids with ADHD or attention issues reduce procrastination, stay focused, and avoid distractions while working.

The technique encourages getting a task started by having them set their timer to stop their work after only 25-minutes, a small amount of time that most students feel they can manage. When the timer goes off after 25-minutes, the child can take a 5-minute break. Each 25-minute session is called “a pomodoro.” After four pomodoros, the child is encouraged to take a longer break. This method improves productivity because it chunks work into shorter intervals with built-in breaks, making the work feel less daunting for the child.

Body Doubling is another tool HabitCoach teaches to students who struggle with staying focused and on task. All it means is having another person present when you work on something. Just the fact that someone else is near you provides a sense of accountability, structure, and encouragement to keep working that helps students improve their productivity and focus.

The other person who is there does not have to engage with the student who is using body doubling to stay on task. The student could work at a coffee shop with strangers present, at home around others, or even online with a partner on Zoom. The mere presence of another person in a structured environment can reduce distractibility, improve focus, accountability, task completion and confidence in one’s ability to get their work done.

This is another tool we teach students at HabitCoach. Habit stacking involves attaching a new habit that you want to create for yourself onto an existing habit that is already ingrained in your routine. The existing habit is called the “anchor” or “trigger” habit. The anchor or trigger habit acts as a cue to remind the child to perform the new habit along with their already deep-rooted habit. The habits become linked in the student’s mind. For example, if a child already has an anchor routine of doing their homework at their desk each day, they might add a new habit of organizing their backpack for 10 minutes as soon as they finish their homework. That way, they’ll be ready for school in the morning and their homework will be in its proper place. With daily practice, the new habit will become automatic, and entrenched in a child’s routine.

Habits can be stacked on top of any routine a child has already mastered. For example, a child who wants to practice mindfulness who already brushes their teeth each morning can add 5-minutes of meditation or deep breathing to their life immediately after brushing their teeth. A child who already changes their clothes every day after school who wants to add exercise into their life can stack the habit of changing into workout clothes and doing a 15-minute run after school and before starting their homework.

Approach improvement in executive function skills patiently and realistically. Kids with ADHD or weak executive function are as much as 30% behind their same-age peers in EF development. An 11-year-old may be at the same level of executive function development as an 8- or 9-year-old. This means, they will need to practice longer than a neuro-typical child for new habits to become routine. If your child is practicing their new habits regularly, you will see mastery within a few weeks or months of consistent effort and support. Progress may not always be linear, and setbacks will happen. If your child is working with HabitCoach, our coaches regularly revisit earlier habits to make sure the student is still using habits they’ve already mastered, along with the ones they are currently working on.

The actual amount of time it will take for a child with weak executive function or ADHD adopt their new habits will depend upon:

• Individual factors related to the child – their age, the severity of their challenges, and co-existing conditions they may impact the rate of improvement.
• Which weak executive function skills the child has. Certain deficits can slow the pace of habit mastery. For example, kids with poor working memory may forget to use their new habit. Kids with sustained attention dysfunction may be sidetracked from practicing their new habit if something irresistible distracts them.
• The level of guidance and support the child is getting from parents, teachers, therapists, and/or coaches.
• How motivated the child is to improve.
• How often and regularly the child practices their new compensating habits.

Statistics show that 11.3% of children in the U.S. have ADHD. Boys are diagnosed at a rate of 14.5%, with girls diagnosed at a rate of 8%. Many researchers believe that girls are underdiagnosed because they tend to have the inattentive presentation, characterized by daydreaming, distractibility, and poor organizational skills, which is harder for teachers and parents to notice. Girls are also more likely to internalize or mask their symptoms, which may lead to low self-esteem and anxiety. Boys with ADHD tend to be more disruptive, acting out or moving excessively in class, which is easier to spot.

Most people with ADHD or weak EF skills are born that way. There are environmental factors or injuries that can contribute to ADHD and weak executive function skills, but most often, it begins at birth. The condition is highly genetic as well. If your child has ADHD, there is up to a 91% chance that they inherited it from a parent or other relative. When a child is first diagnosed, it is not uncommon for their parent to then realizes that they too may have been struggling with the condition their whole life. This often leads the parent to seek diagnosis and treatment for themselves. It is best that you get guidance from your healthcare professional to determine the factors at play for any ADHD diagnosis.

It is important to recognize that having ADHD or executive function weaknesses isn’t only about the challenges. These conditions come with their own unique strengths that can be celebrated. For example, these people:

• …often think differently, bringing a fresh perspective to problem solving, and are very creative.
• …are very energetic, enthusiastic, and excited about tasks or projects that interest them. Many people with ADHD experience hyperfocus, an intense ability to get things done by focusing on tasks they are passionate about to the exclusion of everything else.
• …can be very adaptable, quick thinking, and spontaneous in environments where changing circumstances are the norm.
• …are often energized by change and novel things, making them successful entrepreneurs.
• …can be extremely resilient since they have had to adapt and problem solve their whole lives as they navigate their way around the mental barriers caused by their ADHD.