Executive Function skills are often referred to as the air traffic control system of the brain, providing the ability to organize information, make decisions, and self-regulate. A critical period for developing these skills is ages 18–25, which directly aligns with the transition to college, making additional support essential. For students with ADHD or Executive Function Disorder, this developmental window often extends into their late 20s, early 30s. Waking up for class, turning in assignments, living independently - it all starts with equipping your student with strong executive function skills. 10 Executive Functioning Skills Adapted from Dr. Russell Barkley's research Task Initiation / Self-Motivation / Goal Directed Persistence The ability to take action without procrastination. Being productive and sustaining attention even when completing non-preferred tasks, such as chores and school work. Emotional Regulation Identifying and managing feelings like anxiety, frustration, and boredom. The ability to regulate our feelings builds emotional intelligence (EQ), which supports better decision-making, relationships, independence, and self-awareness. Planning & Prioritizing Defining what needs to get done, forming goals, breaking tasks into steps, deciding what's most important in order to meet deadlines. Time Management The ability to sense time, organize behavior across time, and anticipating future goals or consequences based on time. Accurately estimating how much time a task will take and creating and following a calendar or routines. Working Memory The ability to both remember and use information while completing a task. Non-verbal working memory (visual imagery) helps us to draw on past experiences to inform the present. Verbal working memory (internal dialogue or self-talk) supports emotional regulation, productivity, and task initiation. Organization The ability to create and maintain systems for managing time, tasks, and resources. One's ability to keep track of things physically and mentally. Problem-Solving The ability to identify challenges and obstacles, analyze options, weigh consequences, generate possible solutions, and then select the most effective approach forward. Cognitive Flexibility Adjusting behavior or thinking to unexpected circumstances, situations, rules, or view points. Allowing one's self to adjust strategies or behavior, to be flexible or resilient when viewing a situation from multiple angles to problem solve or make decisions. Impulse Control The ability to use ones working memory, visualization and internal dialogue, to stop and think before they act on an urge or emotion. To delay gratification, make thoughtful healthy choices, resist distractions to support goals. Metacognition The ability to understand and monitor one’s own behavior and thinking processes. To be self-aware of how one is doing in the moment with learning, planning, emotions, problem solving, communicating and adjusting strategies when needed. Strong self-reflection can improve decision making and learning.