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Executive Functions: Focused Interventions for Inhibition/Impulse Control Deficits

If one were to sum up the social-emotional style of children with executive function weaknesses, the term would be “reactive” (Kaufman, 2010). This is especially true in students with inhibition deficits, as they are often left without the necessary social and emotional skills to properly function in today’s society. Not surprisingly, the executive function known as inhibition involves having the ability to look before one leaps. This requires students to be able to weigh their options before responding to the situation. Students with marked impulse control deficits are more likely to express themselves in a maladaptive manner — at least initially — because their brains lack the ability to stymie their impulses before they are acted upon (Barkley, 1997).

Impulsive behavior is related to a person’s inability to engage his/her “mental brakes” before acting. For example, an impulsive six-year-old may hit and push when s/he doesn’t get his/her way, just as certainly as an impulsive sixteen-year-old may share inappropriate content on the Internet without thinking through the consequences of such an action. Impulse control is often commonly associated with a brain-based condition such as ADHD. This type of behavior is quite common in classrooms across the nation and is often cited by teachers as one of the most disruptive behaviors associated with teaching. In terms of executive function, impulse control is exactly what its name implies — the ability to control one’s impulses.

Students who have problems with inhibition/impulse control also frequently have difficulties with other executive function deficits. Although these executive function deficits can occur without any other disorders, the fact is that many students with executive function difficulties also have other disorders such as ADHD, learning disabilities, or autism spectrum disorder (Strosnider & Saxton Sharpe, 2019). While difficulties with inhibiting behaviors are bound to look different in each student, the following behaviors are common in students with this executive function deficit (Strosnider & Saxton Sharpe, 2019).

Self-Monitoring Student Progress

When students are taught to record their progress in the classroom, they learn valuable skills in terms of impulse control, thereby allowing teachers to switch their focus from managing student behavior to instruction. This is especially beneficial for younger students because most students at this age need a tangible way to self-monitor their behaviors. In addition to providing a visual reminder, this process also serves to help students with time management. As students check off each completed task, they see their progress, and their self-esteem soars. A great way to accomplish this is to create a personal checklist that maps out the daily activities for which the student is independently responsible.

To put this into perspective, let’s look at Nathan, a student whose overriding impulse is to interrupt the teacher every time he wants to contribute to the conversation or needs permission to do something, such as leave the room to go to the bathroom. To combat this impulse, Nathan’s teacher creates a checklist such as the one shown below. It can be attached to Nathan’s desk as a visual reminder of the expectation to raise his hand and to help him track his progress. When Nathan remembers to raise his hand (when appropriate), he places a check in the box on his chart. Once Nathan reaches a pre-determined goal (for example, ten check marks), he is eligible to receive a reward (such as a sticker or extra play time).

If you are looking for a more detailed self-management tool, a “Yes/No Checklist” might be just the thing you need. Once again, a pre-determined reward needs to be put in place prior to the start of the Yes/No Checklist, and just like Nathan’s checklist, the reward needs to be meaningful to the student.

Behavior Contracts

Sometimes daily check-ins and charts are not needed, and a simple behavior contract will suffice. To make a behavior contract, begin by talking to the student about the behavior(s) you wish to decrease or the behavior(s) you would like to encourage. Work with the student to set a goal based on the desired outcome. Ask the student to sign the behavior contract and contact the student’s parents to discuss it as well as sign it. If desired or necessary, work with the student to set rewards and/or consequences related to the goal. Look at the sample behavior contract below. It is designed to be used to decrease impulsive behaviors in the upper elementary grades.

Using Social Stories

A social story aims to prepare and teach students how to react in a given social situation, and they can be quite useful in helping students with inhibition deficits. Social stories are written as a narrative, and the goal is to increase appropriate social behaviors. They are simple and effective. Looking at the research, you can find a varying number of components that should be included, ranging from five to as many as ten. However, a few components recur frequently. These components include the following (ABA Therapists, 2004).

• Descriptive Sentences. Descriptive sentences cover many of the “wh-” questions like, what is happening, where is it happening, when it is happening, and why is it happening. It sets up the situation to help students learn what to do if and/or when they find themselves in a similar situation.
• Perspective Sentences. Perspective sentences focus on other people/characters. They specifically address how an outsider might view or react to the given situation.
• Directive Sentences. Directive sentences explain how students should react to the given situation. They may include sentence starters like “I will try to…” or “I will work on…”

Writing a social story does not have to be complicated. In fact, the more straightforward and simpler it is, the better. Its purpose is to make sure that students clearly understand the situation/scenario, and to guide them as they determine the appropriate social response. Below are a few tips for writing an effective social story (ABA Therapists, 2004).

• Use simple terms to describe the setting.
• Limit the number of sentences on a page to about one to three sentences; use visuals if possible.
• Name the people in the story to match the people the student will be interacting with, if possible.
• State the events that will happen in order.
• Explain why the event is happening and the student’s response.

ABA Resources offers a wide variety of social stories that can be used immediately in the classroom. They can also be easily printed out and shared with students.

Inhibition, or the ability to inhibit or control impulsive (or automatic) responses, is one of our most used cognitive functions. If this executive function is well-developed, students can improve their behavior, making it possible for them to perform better academically, behaviorally, socially, and emotionally.

Are you curious? Want to take a deep dive on this topic?

To learn more about the impact of executive function skills and how to use focused interventions to support students in developing their executive function skills, visit the Professional Development Institute (PDI) website or go directly to our Focused Interventions to Improve Executive Function Skills course.

For over 27 years, PDI has provided high-quality and affordable online professional development courses to K-12 teachers worldwide. Our online courses are designed to offer practical strategies that can be implemented in classrooms immediately. All our courses are instructor-led and conducted entirely online. Graduate-level university credit for every PDI online course for teachers is available through the University of California San Diego Division of Extended Studies. PDI offers an extensive catalog of online courses that cover the most critical topics in today's classrooms.

Categories: executive function skills, teaching strategies

References

ABA Therapists (2004). “Social Stories Help Children with Autism.” Retrieved 16 Aug. 2021 from http://abatherapists.com/social-stories-help-children-with-autism/

Barkley, R. A. (1997). ADHD and the Nature of Self-Control. New York, NY: Guilford Press.

Kaufman, C. (2010). Executive Function in the Classroom: Practical Strategies for Improving Performance and Enhancing Skills for All Students. Portland, ME: Paul H. Brookes Publishing Co.

Strosnider, R. & Saxton Sharpe, V. (2019). The Executive Function Guidebook: Strategies to Help All Students Achieve Success. Thousand Oaks, CA: Corwin.