This resource provides a brief definition of Executive Funcitoning, a video Example and strategies for Supporting Executive Functioning in Online Environments. Why is this important for higher education? The landscape of online education is changing rapidly. While executive functioning is relevant for learning in general, executive functioning (EF) processes are particularly critical for postsecondary students who participate in online learning as students are required to be far more autonomous.

CAST and educators join together to share ideas, resources, and questions. 

In comparison with neuropsychological models of executive function (EF), which focus on multiple components of executive control and highlight the developmental nature of these skills, the UDL framework potentially overemphasizes more advanced EF skills such as selfmonitoring and planning, and underemphasizes the role of core EF skills such as inhibitory control and working memory. Additionally, the UDL framework does little to support teacher understanding of EF as a neurodevelopmental skill. This overemphasis of more advanced EF skills and exclusion of core, earlier developing EF skills potentially leaves UDL practitioners unable to address the full range of variability among learner EF skills.

Providing individualized supports using the UDL framework can be challenging in standards-driven teacher preparation programs. This resource describes how choice, flexibility, and creativity can lead to effective mentoring of undergraduate STEM majors while also addressing executive function deficits. It describes how education teachers in the Exceptional Education Program at the University of Central Florida built relationships and mentored undergraduate STEM majors using the UDL framework. While this resource focuses on higher education, lessons learned can be easily transferred to students in middle and high school. 

Following directions, beginning an assignment, knowing how to respond to open-ended questions or prompts, managing time and materials, making a plan, and prioritizing what is most important rely on the brain’s most complex systems. When such demands outweigh a learner's capacities, educators may observe disengagement, anxiety/irritability, or other task-avoidant behaviors (e.g., impulsivity, procrastination). What do these behaviors signal and how do we best support all learners proactively in order to promote and build the most efficient expert learning skills and strategies? Across contexts, educators can foster executive function (EF) skill development. Doing so starts with an accurate assessment of a learner’s EF functioning, as well as their ability to enact or perform tasks that require EF skills. Next, educators can proactively design and plan curricula to support EF skill acquisition and performance in learning environments, which can have a positive effect on learners. The principles of Universal Design for Learning (UDL) can assist to integrate resources, provide explicit exposure to, and establish supports in the environment to shape experiences and behaviors to improve expert learning.

Funded by the United States Department of Education between 2008 and 2012, Ensuring Access Through Collaboration and Technology: Partnerships In Technology and Dissemination (EnACT~PTD), engaged in a multi-campus project across the California State University system in support of postsecondary students with disabilities. Given the central role faculty play in the success of all students, EnACT~PTD implemented faculty development programs incorporating UDL principles. This resource will examine a recent study examining the long-term impact of these faculty development efforts at the individual, institutional and system levels.

Funded by the United States Department of Education between 2008 and 2012, Ensuring Access Through Collaboration and Technology: Partnerships In Technology and Dissemination (EnACT~PTD), engaged in a multi-campus project across the California State University system in support of postsecondary students with disabilities. Given the central role faculty play in the success of all students, EnACT~PTD implemented faculty development programs incorporating UDL principles. This resource will examine a recent study examining the long-term impact of these faculty development efforts at the individual, institutional and system levels.

This post offers specific examples of how executive function development in students can be supported in the classroom.  Metacognitive language, adjusting the environment, adding supports, and posting schedules in the classroom are some of the strategies featured.  You can also read an overview of the neuroscience behind executive function.    

Promoting Executive Function In the Classroom is a resource for teaching skills such as planning, organizing, priortizing, and self-checking. It features assessment tools, teaching techniques and activities and provides access to downloadable, online supplimental materials.