An important goal of sharing information about executive functions should be to help teachers realize the extent of the executive function demands they make on students and how these demands can be overwhelming for children who are experiencing slower than average development of executive function capacities. Most importantly, students who are consciously aware of goals and expectations are much more likely to find ways to engage executive function capacities to assist in achieving goals and meeting expectations. For example, there really is no specific intervention for “academic executive function problems,” but rather interventions that take into account the impact executive function difficulties may have on a child’s ability to demonstrate academic skills. It was noted that the effectiveness of any intervention attempt will depend greatly on the executive function capacities of the practitioner and those most closely associated with the child—family, friends, teachers and administrators.