Executive Functioning & new RRC group

Catherine Cook is here today to talk about Executive Functioning and our newest RRC group.

We hear about executive functioning skills on podcasts, in books, in therapy, and maybe even in school. We know that some individuals tend to be more organized than others. Or some kids have impulse control and others can’t seem to help themselves or slow down long enough to think. We are going to examine executive functioning skills in this newsletter and introduce you to our newest group for older elementary students and middle school students.

Executive functioning skills are housed in the prefrontal cortex. This is the newest part of our brain and it sits right behind our forehead. Humans first operated on instinct and emotion (the brainstem and limbic system). We see this in babies as they focus solely on physical and emotional sensations to survive. But this only takes us so far, so our brain evolves and develops executive functioning skills. Executive functions include working memory, impulse control, emotion regulation, time management, organization, planning, task initiation, flexible thinking, and problem solving skills. However, these take time to develop. In fact, our brain develops until our mid-to-late twenties. And it is mostly working on the executive function aspects. 

Research shows that certain neurodevelopmental disorders, such as attention deficit hyperactivity disorder and autism spectrum disorder, impact the prefrontal cortex. This in turn impacts how someone develops executive functioning skills. Typically we see this show up as individuals taking longer to catch up to their same age counterparts. They need more time and guidance to learn how to handle basic daily tasks. We also see this when someone becomes emotionally dysregulated. Our prefrontal cortex goes offline and our limbic system takes over to help us survive any perceived threat. It does not stop to think like the prefrontal cortex. It acts and does not worry about the consequences.

Building executive functioning skills takes time and effort. Parents and teachers often need to take a few steps back and stop looking at where a child or teenager should be to where they actually are. For example, if your 12-year-old keeps forgetting homework assignments, they may need to return to you sitting at the table and doing homework with them, or having a daily schedule to remind them to complete their homework. They may need different color folders for each class to organize their schoolwork because one large binder can be overwhelming. They may need timers to help them learn how to keep track of time and move onto other tasks. It could mean more hand over hand help and then backing off as you see their confidence grow. 

Rochester Resiliency Center is offering a group program focused solely on executive functioning. It is aimed to help pre-teens and teens build these skills in an inclusive environment. 

Middle School Students: Fridays from 3:30-4:30 starting December 5, 2025

Fourth and Fifth Graders: Fridays from 4:40-5:40 starting December 5, 2025

It is an open enrollment group so your child can join at any time. The skills will build each week and facilitators will send home handouts on how to practice the skills at home to further support your child. 

If you’d like to read more on executive functioning here are some recommendations:

Smart but Scattered by Peg Dawson and Richard Guare

Smart but Scattered for Teens by Peg Dawson and Richard Guare

The Whole Brain Child by Dan Siegel and Tina Payne Bryson