BY AIZA DELA CRUZ
IS YOUR child not potty-trained yet, despite teaching him so many times how to pee and poop in the toilet? Do you have a hard time training your child to hold the spoon and fork, and eating by himself? Are you frustrated that your child is failing their subjects for not being able to do or pass their requirements and projects on time, or fail to attend online class?
A child who has these concerning and challenging behaviors may likely have executive dysfunction, according to cognitive specialist Beatrice Moise.
Our brain’s cognitive and mental abilities usually help us to engage in goal-directed actions such as controlling and managing behavior, directing and monitoring actions, regulating emotions, motivating and focusing towards a goal, focusing and sustaining attention, organizing and prioritizing, holding on to information and retrieving memories, and anticipating for the future or what may happen next. This is the brain’s executive functions.
Thus, when there is an executive dysfunction, which means difficulties or challenges in any of these areas due to a traumatic brain injury or another disorder like Autism Spectrum Disorder, and Attention Deficit Hyperactivity Disorder (ADHD), individuals struggle with analyzing, organization, planning, problem-solving, time management, developing timelines, adjusting or balancing times and tasks, and completing tasks. They have less control over their behavior, and have a hard time doing things independently or executing tasks without constant reminders. They find it difficult to plan for or keep in mind future events, setting schedules and meeting deadlines, processing information, and planning or organizing steps needed to reach goals.
Children who have executive dysfunction need support and understanding in how their brain works.
So, what can be done to help and support them? Moise suggested these few tips during the Autism Parenting Summit last September 7.
1. Help them make a schedule, planner, or agenda. Let them choose activities and tasks themselves, and decide how much time is needed to complete them. Teach them that some things may need more time to finish. Help them with time setting such as how long to plan for things.
2. Use visual aids. Sometimes, it is hard for them to visualize things or envision them. The visual aids will help them remember and to know what comes next. Using this will help them become more independent and build their self-esteem as they can do things by themselves without any help.
3. Break down tasks into simple steps with fewer words. It doesn’t have to be in a complete sentence. It can be just a phrase, something that will make them remember it easily.
Take note, though, that executive functions begin developing by age two and are fully developed by age 30. Thus, it is a long road ahead when it comes to developing our children’s executive functions. Also, being on the spectrum doesn’t mean that you have an executive dysfunction.
I enjoin everyone to have more compassion and understanding for all children with different abilities.
I would also like to hear the experiences of other parents who have children on the autism spectrum. You may email me on genevieveaiza.delacruz@gmail.com. I am a member of the Autism Society Philippines (ASP), a national non-profit organization dedicated to the well-being of persons on the autism spectrum disorder./PN
