ABSTRACT
The self-regulation tier is comprised of a large number of executive functions that are responsible for cueing and directing functioning within the all-inclusive domains of sensation and perception, emotion, cognition, and action. The proposed model of executive functions explicitly identifies 23 self-regulation capacities that are used to varying degrees and in varying combinations to direct and cue our sensing, thinking, feeling, and acting. The model makes clear that self-regulation functions cue and direct how we perceive, feel, think, and act. Consistent with the functioning of the other tiers of self-control, self-generation capacities can emerge independent of the other executive capacities, and can be engaged with varying degrees of effectiveness regardless of the state of development of the other executive capacities. Although executive function difficulties are not synonymous with the concept of learning disabilities, many individuals with learning disabilities also experience executive control difficulties in the symbol system arena that greatly exacerbate their learning problems.
