Based on the work of Russel Barkley, one of the leading experts in ADHD in adults and children, shows how the general behavior functions help this widespread human ailment. Attention Deficit Hyperactivity Disorder (ADHD) affects a person’s ability to focus, stay organized, and control impulses. Barkley’s theory proposes that ADHD is not just a problem of attention, but rather a disorder of self-regulation and executive function. This disorder mainly arises from deficits in behavioral inhibition. This perspective shifts the focus from symptom management to understanding and addressing the underlying issues that affect individuals with ADHD. The theory emphasizes executive functions such as non-verbal and verbal working memory, emotional self-regulation, and planning/problem-solving. It provides a comprehensive framework for intervention that encourages a holistic approach to treatment. This includes targeted behavioral interventions, environmental modifications, parental and teacher training, and emotional regulation strategies.

It is rooted in these 11 Specific Executive Function Skills.

Each of the 11 areas of executive function can be considered as a skill involving either ‘thinking’ (cognition) or ‘doing’ (behaviour)ii.
You might begin to spot them emerging in your young learner in this handy, ‘bite-size’ way:

Thinking (‘cognition’)
• Organisation: Methodical with possessions, plans and thoughts. “A place for everything and everything in its place.”
• Planning and Prioritising: A good goal setter and time planner. “Little Miss/Mister Project Manager!”
• Working Memory: Able to multi-task and multi-step. “Keep all their plates spinning!”
• Time Management: Can estimate time and meet deadlines. “Time is not a piece of elastic.”
• Metacognition / Self-Monitoring: Able to accurately assess their own strengths and needs and see the bigger picture. “They could write their own school report!”

Doing (‘behaviour’)
• Response Inhibition: Seen to take a considered approach. “Look before they leap!”
• Emotional Control: Able to moderate feelings and reactions. “Keep calm and carry on!”
• Sustained Attention: Can apply themselves and concentrate as appropriate. “Focus!” (Or the opposite; ”You can stop now!”)
• Task Initiation: Not just a ‘starter’, but a ‘finisher’. “Happy to roll their sleeves up and get stuck in.”
• Self-Motivation: Also described as ‘goal-directed persistence’. “In it for the long haul.”
• Flexible Thinking: Signs of resilience and adaptability. “Take changes in their stride.”