ABSTRACT
Chapter 9 describes what executive functioning is and why it is such an integral skill for neurodivergent people. Executive functioning skills are separated into two categories: decision-making skills (planning/prioritizing, organization, time management, working memory, and metacognition) and behavioral regulation skills (response inhibition, emotional self-regulation, sustained attention, shifting focus, task initiation, cognitive flexibility, and task persistence). A strengths-based approach to helping twice-exceptional children and teens develop executive functioning skills is discussed within the framework of “thinking like a scientist.” Understanding the impact of accommodating without enabling is also addressed.
