Emma BrooksbyGuestLisa ReicheltHostWe know lots of kids have different kinds of executive function struggles, particularly if they're in that neurodiverse-

Well, it's the set of skills that enable us to plan, solve problems, and adapt to changing environments.

So really there's three overarching areas of executive functioning, and that's working memory, cognitive flexibility, and inhibition control.

So within working memory, we're talking about retaining information, manipulating information, connecting information, and focusing.

In cognitive flexibility, we're talking about switching between tasks, adapting to change, problem solving, and perspective taking.

In inhibition control, we're talking about self-regulation, delaying gratification, task initiation, and emotional regulation.

It develops over time, and the vast majority of it should be developed by age 12, but will extend certain aspects of depth and complexity of each bit as your brain develops, will continue into late teens, up to 30 years of age.

And the research is ever evolving as we learn about our brains, the flexibility and plasticity of it.
We have neurodivergents in our family, and in various assessments that have been done at, at different points, it's like, "Well, this is your score for-"
And you say, "What do I do with the fact that there's a low working memory situation?" Is our goal to think about how we sort of scaffold that shortcoming? I feel like I'm using all the wrong words.
Or are we trying to lean into neuroplasticity and improve performance? What are we-
We know lots of kids have different kinds of executive function struggles, particularly if they're in that neurodiverse-

Well, it's the set of skills that enable us to plan, solve problems, and adapt to changing environments.

So really there's three overarching areas of executive functioning, and that's working memory, cognitive flexibility, and inhibition control.

So within working memory, we're talking about retaining information, manipulating information, connecting information, and focusing.

In cognitive flexibility, we're talking about switching between tasks, adapting to change, problem solving, and perspective taking.

In inhibition control, we're talking about self-regulation, delaying gratification, task initiation, and emotional regulation.

It develops over time, and the vast majority of it should be developed by age 12, but will extend certain aspects of depth and complexity of each bit as your brain develops, will continue into late teens, up to 30 years of age.

And the research is ever evolving as we learn about our brains, the flexibility and plasticity of it.
We have neurodivergents in our family, and in various assessments that have been done at, at different points, it's like, "Well, this is your score for-"
And you say, "What do I do with the fact that there's a low working memory situation?" Is our goal to think about how we sort of scaffold that shortcoming? I feel like I'm using all the wrong words.
Or are we trying to lean into neuroplasticity and improve performance? What are we-
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