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Image of a person's brain with gears working in sync, representing Executive functioning

Executive Functioning: What is it and how do we address weaknesses?

By | NESCA Notes 2026

Image of a person's brain with gears working in sync, representing Executive functioningBy: Alison Burns, Ph.D.
Pediatric Neuropsychologist, NESCA

Although the concept of executive functioning has existed since the 19th century, it began to gain significant attention in the fields of psychology, education, and neuroscience in the late 1990s and early 2000s. Executive functioning can be thought of as the brain’s “management system.” It enables us to plan ahead, stay organized, remember important information, initiate tasks, control impulses, adapt to changes, and manage our emotions. These skills help us get started on homework or chores, remember what we need to buy at the store, keep track of our schedules, stay calm when upset, switch gears when plans change, and finish tasks without getting distracted. When executive functioning skills are strong, individuals are able to juggle responsibilities, solve problems, and cope effectively with everyday challenges.

Executive functioning difficulties can arise from a variety of causes. Neurodevelopmental disorders such as Attention Deficit Hyperactivity Disorder (ADHD), Autism Spectrum Disorder, and learning disabilities frequently involve challenges with executive skills. Neurological conditions – including brain injury or stroke, particularly those affecting the frontal lobes – can impair executive functioning. Mental health disorders such as depression, anxiety, bipolar disorder, and schizophrenia may also impact these skills, making it harder to plan, organize, or regulate emotions. Environmental factors, including chronic stress, lack of sleep, poor nutrition, or substance use (alcohol or drugs), can temporarily or permanently weaken executive functioning. Additionally, some individuals may have a genetic predisposition to weaker executive functioning, and developmental delays due to prematurity, or early childhood adversity can further contribute to difficulties in these areas.

Fortunately, executive functioning weaknesses can be improved through targeted interventions. Direct interventions may include cognitive-behavioral therapy to enhance skills such as self-regulation, cognitive flexibility, and self-monitoring. Executive function coaching can also be beneficial, focusing on skills like planning, organization, and time management by identifying barriers and providing practical strategies for implementation.

In addition to direct intervention, accommodations can be provided to help individuals compensate for areas of challenge. Accommodations should be matched to an individual’s specific executive functioning weaknesses. Below are examples of accommodations for specific areas of challenge. This is not meant to be an exhaustive list, but rather to provide examples of the types of accommodations that may be recommended depending on an individual’s specific profile.

Planning & Organization

  • Use a paper planner, wall calendar, or smartphone app to record assignments, appointments, and deadlines. Review these tools daily to clearly see what needs to be done and when.
  • Divide complex assignments or larger projects into smaller, more manageable tasks, and set individual deadlines for each one. This approach will make the overall project less overwhelming and easier to tackle.
  • Use visual tools such as graphic organizers, outlines, or flow charts to organize ideas and information before beginning an assignment or task.
  • Use folders, color-coding, and binders to organize physical belongings. Use trial and error to identify what works best and take time every day to maintain organizational systems (i.e., put it away before it piles up and feels overwhelming).

Working Memory (the brain’s “scratch pad” where we hold and manipulate information)

  • Use detailed checklists for tasks that require memory of several steps to reduce the burden on working memory. Check off each step when completed. Apply this strategy to recurring tasks, such as morning or bedtime routines, but also schoolwork or chores that have multiple steps or components.
  • Give the individual verbal instructions more than once and ask them to repeat the instructions back to ensure they understand what needs to be done. Instructions should be provided in in small chunks, rather than all at once, so the individual can focus on one step before moving to the next.
  • Permit individuals to use audio recorders or AI technology to capture information during lectures or meetings, so they can replay and review content as needed.

Task Initiation

  • Define the first action required for a task, such as “open your book to page 10,” so it is clear exactly how to begin.
  • Sentence starters or example problems can be helpful in clarifying task expectations, and, in turn, improving task initiation.
  • Establish regular routines and schedules, such as starting homework at the same time each day, to make it easier to get started on tasks.

Inhibition (Impulse Control)

  • Have a teacher, supervisor, or caregiver nearby to provide quick feedback or reminders when impulsive behaviors occur.
  • Provide items like fidget spinners, putty, or doodling pads to give individuals a safe way to channel their energy and reduce impulsive actions. Allow individuals to take short movement breaks to help manage restlessness or impulsivity.
  • Provide praise or rewards when individuals demonstrate restraint or appropriate behavior, encouraging them to continue using impulse control strategies.

Cognitive Flexibility

  • Inform individuals ahead of time about changes in plans or schedules so they can mentally prepare and reduce stress. Give warnings ahead of transitions (e.g., “You have five minutes to finish up that essay) to assist in the transition from one activity to the next, particularly when shifting from a preferred to non-preferred task.
  • Using written or visual stories that describe upcoming events and expected behaviors will help individuals anticipate and cope with new experiences.
  • Teachers or supervisors should preview any partner and group work ahead of time, including carefully outlining roles and expectations.

Emotional Regulation

  • Offer designated quiet areas or allow breaks for individuals to calm down when feeling overwhelmed or upset.
  • Use charts, cards, or other visual tools to help individuals recognize and communicate their emotions.
  • Allow individuals a few minutes to reflect or calm down after an emotional incident before discussing their behavior or asking them to resume work or activities.

Self-Monitoring

  • Provide tools that allow individuals to evaluate their own work against specific criteria and track their progress over time. For example, an editing checklist for a writing assignment should include specifics such as a review of content, spelling, punctuation/capitalization, and grammar/run-ons. This would help shift the vague task of “check your work” into a more actionable task with greater success of being beneficial.
  • Schedule frequent reviews and provide constructive feedback to help individuals stay on track and make adjustments as needed.
  • Allow individuals extra time to double-check their work for errors or improvements before turning it in or finishing a task.

This vast network of skills, collectively referred to as executive functioning, plays a critical role in an individual’s ability to function in daily life. Comprehensive neuropsychological evaluations can provide valuable insight into specific areas of weakness and how they impact an individual’s functioning. This understanding allows for tailored, targeted recommendations that are more likely to be effective than implementing broad, non-specific executive functioning supports.

If your child or student can benefit from executive function coaching, complete NESCA’s online inquiry/intake form to receive additional information or book sessions.

 

About the Author

Dr. Burns conducts comprehensive evaluations of school-aged children, adolescents, and young adults with a variety of developmental, learning, and emotional difficulties. She has expertise in the evaluation of individuals following a concussion/mild traumatic brain injury and particularly enjoys working with individuals with attention (ADHD) and executive functioning (EF) difficulties. Dr. Burns is passionate about helping individuals and their families better understand their areas of strength and weakness and provides tailored treatment recommendations based upon that unique profile to make the evaluation most helpful for each client.

To book a consultation with Dr. Burns or one of our many other expert neuropsychologists, complete NESCA’s online intake form.

NESCA is a pediatric neuropsychology practice and related services practice with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; and Coral Gables, Florida, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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High school student image who is struggling with the overwhelm of school pressures

When High School Feels Overwhelming: How Neuropsychology Can Help Students Thrive

By | NESCA Notes 2026

High school student image who is struggling with the overwhelm of school pressuresBy: Moira Creedon, Ph.D. 
NESCA Hingham Director & Pediatric Neuropsychologist

I frequently meet high school students and families who are feeling the weight of academic expectations, especially at this point in the school year. Maybe your child recently finished midterms and the results weren’t what you hoped for. Maybe the daily stress of managing coursework of AP classes, standardized test preparation, extracurriculars, and college research feels like too much. The pressure to keep up can buckle even a strong student, and small vulnerabilities can suddenly be amplified in this context. If this sounds familiar, there are steps to take to support the daily midwinter stress.

Why Are So Many Students Struggling?

The challenges of high school are not limited to academics alone. It is a time of rapid growth in physical size, independence, academic demands, social environment, and emotional development. For some students, it is a time to shine with increased independence and responsibility. For others, the demands quickly exceed their skill set. The minor organizational and study challenges of middle school are amplified with more content and the burden to juggle simultaneous demands. Put simply, the executive functioning system gets put to the test in high school. These struggles do not mean you have a student who is not capable or intelligent. It may mean they need support for their unique learning profile.

What are Some Warning Signs of the Mid-year Slump?

Warning signs can include trouble keeping track of deadlines or assignments. It can be studying for hours for a test with a lackluster performance that doesn’t match the effort. It can come in the form of increased procrastination, trouble finishing tasks, and poor follow-through. It can also come in the form of increased fatigue, a sense of “burn out,” anxiety, or overall perception of stress. For some students, it can feel like their plate is too full but without a great plan for how to prioritize to make life manageable.

What Can Help?

  1. Consider a Neuropsychological Evaluation

A neuropsychological evaluation is a comprehensive assessment that looks at how a student learns with an eye toward their unique pattern of strengths and weaknesses. A neuropsychological examination can help clarify a diagnosis or diagnoses (ADHD, anxiety, or a learning disability, to name a few), but it can also provide a detailed understanding of the overall process of learning. Bright students who feel overloaded can learn valuable information about their approach to learning so they can figure out how to study smarter, not longer. These evaluations can also include tailored recommendations for how to approach the stress, with suggestions for where and how to seek the appropriate help.

  1. Explore Executive Functioning Coaching

Executive functioning coaches work with students to develop practical strategies for organization, time management, and study skills. Unlike a tutor in a specific subject domain, executive functioning coaches work across subject areas. Coaching sessions are individualized and can help students learn how to break down large assignments, create effective study schedules, prioritize tasks, and manage distractions. In addition to improvement in your academic performance, coaching can help students build independence and confidence.

  1. Seek Support at School

Start with your academic advisor, adjustment counselor, or favorite teacher. Let them know your student is struggling to manage all the demands of their academic life. Many students pursue learning supports or accommodations at school via special education. Your school will need to review evaluations to determine if your child qualifies for a 504 Plan or Individualized Education Program (IEP) as these formalized supports require a diagnosis of a disability. Outside of these more formal support avenues, many schools offer peer tutoring or after-school homework support. Your student does not have to hide their struggles from their teachers!

  1. Take Care of Yourself

With all of the growth in high school, it is important to remember to prioritize emotional health. Your academic success cannot last if it comes at the expense of your mental health. I encourage students to prioritize the basics – to get enough sleep, eat nutritious foods, exercise or move daily, and leave time for fun. If you sit down to create a calendar or task list with your child, keep these items on the list. A rested and restored brain is far more effective at learning.

We Can All Be in This Together

It is normal for your teen to feel a little overwhelmed at times in high school. Instead of viewing this as an opportunity for panic, let’s see it as an opportunity for growth. It does not have to be a journey you and your child take alone. With the right supports, your high schooler can manage their workload, develop more effective study habits, and build resilience to handle future stress. Neuropsychologists at NESCA are happy to support you in this journey through evaluations, consultation, and to connect you to executive functioning and school resources.

 

About the Author

Dr. Creedon offers her expertise in evaluating children and teens with a variety of presenting issues. SheMoira Creedon headshot is interested in uncovering an individual’s unique pattern of strengths and weaknesses to best formulate a plan for intervention and success. She tailors each assessment to address a range of referral questions, such as developmental disabilities, including Autism Spectrum Disorder, learning disabilities, attention challenges, executive functioning deficits, and social-emotional struggles. She also evaluates college-/grad school-age/adult individuals with developmental issues, such as ASD and ADHD, particularly when there is a diagnostic clarity or accommodation question.

 

If you are interested in booking an evaluation with Dr. Creedon or another NESCA neuropsychologist, please fill out and submit our online intake form. 

 

NESCA is a pediatric neuropsychology and related services practice with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; and Coral Gables, Florida, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Image of a student struggling to write and a quote from Alissa Talamo, Ph.D.

Why Does My Child Struggle With Writing?

By | NESCA Notes 2026

Image of a student struggling to write and a quote from Alissa Talamo, Ph.D.By: Alissa Talamo, PhD
Pediatric Neuropsychologist, NESCA

A concern I often hear from parents is that their child is bright, creative, and articulate—able to express ideas clearly in conversation—but gets “stuck” when asked to put those same thoughts into written form. Instead of demonstrating the full extent of their knowledge, these children often write just enough to complete the assignment, leaving teachers and parents wondering what’s holding them back.

Difficulties with written expression can arise for a variety of reasons. For some children, an expressive language disorder makes it challenging to find the right words and organize their thoughts on paper. Others may have fine motor difficulties, making the physical act of writing laborious and frustrating. Children who struggle with spelling often limit themselves to simple words, even if their spoken vocabulary is much richer. These challenges are relatively straightforward to identify, but there are many children who don’t fit these patterns—children who seem to have all the necessary skills yet still find writing to be an uphill battle.

In these cases, neuropsychological testing often confirms what parents already suspect: the child is intelligent, insightful, and capable of high-level thinking, but something is interfering with their ability to express themselves in writing. One of the most common underlying issues is difficulty with executive functioning. Executive functioning is a set of mental skills that includes planning, organization, time management, working memory, attention control, task initiation, self-monitoring, impulse control, emotional regulation, cognitive flexibility, goal setting, and problem-solving. Writing is a uniquely demanding task because it requires the simultaneous use of many of these skills. To write effectively, a student must generate ideas, organize those ideas, keep track of them in working memory, and attend to mechanics like spelling, punctuation, and grammar—all at the same time. It’s no wonder that writing can feel overwhelming!

The good news is that once a child’s specific areas of weakness are identified, there are many strategies and supports available to help them improve their writing skills. Executive functioning tutoring can be especially beneficial, teaching students how to use graphic organizers (such as compare/contrast charts, part/whole relationships, or cause/effect diagrams) and writing templates to structure their thoughts. Tutors can also help students develop strategies for catching mistakes that result from inattention to detail, such as errors in grammar, spelling, or capitalization. In addition, tailored recommendations can be made for in-class support, allowing the student to build their writing skills in a supportive environment.

Why Neuropsychological Testing Can Make a Difference

If your child is struggling with writing, neuropsychological testing can be an invaluable tool. This comprehensive assessment goes beyond surface-level observations to identify specific strengths and weaknesses in cognitive, language, motor, emotional, and executive functioning skills. By pinpointing the root causes of writing difficulties, neuropsychological testing provides a roadmap for targeted interventions and accommodations. With the right supports in place, children can overcome barriers to written expression, gain confidence in their abilities, and more fully demonstrate their knowledge and creativity—both in school and beyond.

 

About the Author

Alissa Talamo headshotWith NESCA since its inception in 2007, Dr. Talamo had previously practiced for many years as a child and adolescent clinical psychologist before completing postdoctoral re-training in pediatric neuropsychology at the Children’s Evaluation Center.

After receiving her undergraduate degree from Columbia University, Dr. Talamo earned her doctorate in clinical health psychology from Ferkauf Graduate School of Psychology and the Albert Einstein College of Medicine at Yeshiva University.

She has given a number of presentations, most recently on “How to Recognize a Struggling Reader,” “Supporting Students with Working Memory Limitations,” (with Bonnie Singer, Ph.D., CCC-SLP of Architects for Learning), and “Executive Function in Elementary and Middle School Students.”

Dr. Talamo specializes in working with children and adolescents with language-based learning disabilities including dyslexia, attentional disorders, and emotional issues. She is also interested in working with highly gifted children.

Her professional memberships include MAGE (Massachusetts Association for Gifted Education), IDA (International Dyslexia Association), MABIDA (the Massachusetts division of IDA) and MNS (the Massachusetts Neuropsychological Society).

She is the mother of one daughter.

To book a consultation with Dr. Talamo or one of our many other expert neuropsychologists, complete NESCA’s online intake form.

NESCA is a pediatric neuropsychology practice and related services center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Coral Gables, Florida, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Image of kids helping to cook in the kitchen and a quote from Dr. Yvonne Asher

Kids in the Kitchen

By | NESCA Notes 2025

Image of kids helping to cook in the kitchen and a quote from Dr. Yvonne AsherBy: Yvonne Asher, Ph.D.
NESCA Pediatric Neuropsychologist

Cooking Thanksgiving dinner usually takes me about 8 hours by myself. With help, it’s closer to 12. But my kids LOVE to help. They always want to mix and pour and measure and dump ingredients hour after hour, standing beside me on a wobbly kitchen chair. I’ll leave the question of safety – you know your child best in that respect – except to say that the heavily marketed “Montessori style” kitchen tools are pretty great. Instead, I want to talk about the neurocognitive benefits of helping with cooking. There are other, wonderful benefits – bonding, sharing memories and family stories, creating traditions – but those probably do not require a neuropsychologist to opine on.

First and foremost, cooking is science and math. Actually, a ton of math. Addition, subtraction, multiplication, division, fractions, and more. Having company? We probably need to double our usual brownie recipe. Only Aunt Sue and Jimmy like cranberry sauce? Let’s halve that one. We need one and a half cups of flour for this pie crust, but only the one-quarter cup measure is clean. How many quarter-cups will we need? For science, we have states of matter, heat transfer, and chemical reactions. Why do carrots turn green in carrot cake? How do baking soda and vinegar get a chocolate cake to rise? What makes those dinner rolls so fluffy? The age of your child is (almost) irrelevant – younger children are intrigued by more basic concepts, and older ones can understand more complex and nuanced ideas. When I was a preschool teacher (long before my current career), I can still remember the wide eyes of my barely 3-year-old pupils when watching heavy cream turn into butter, yeasted dough turn into bread, and disparate ingredients turn into delicious cookies.

There is also a tremendous amount of executive functioning in cooking and food preparation. As anyone who has hosted a meal or, frankly, just tried to get dinner on the table before 9pm, will know, planning is crucial. Holding information in mind (working memory), organizing, setting smaller goals in the service of larger ones, tracking progress through multiple tasks, and checking one’s work are all vital to ending up with a special meal (did you remember to put the butter in the mashed potatoes???). If anyone in your crowd has particular eating requirements (babies learning solids, allergies, vegan/gluten-free diets, etc.), the executive functioning demands are ratcheted up by a lot. And, if you are the kind of person who sets an elaborate table with décor and such (my kids are lucky if I remember to grab a tablecloth), you have even more planning, organizing, and task management to do.

Last, but most certainly not least, learning to plan menus, shop, prepare food, cook, and bake are phenomenal life skills. Life skills are vital for everyone, but especially for individuals with developmental disabilities. Strong, confident mastery of life skills is critical for adolescents and young adults to achieve independence. I’m still patiently awaiting the day that one of my kids can cook dinner all by themselves, but I will be immeasurably pleased and proud when they do.

It is a commitment to have kids help in the kitchen. They make unbelievable messes (I never knew how many places powdered sugar could end up), ruin dishes with expensive ingredients, and most certainly introduce germs into food (even with the best of handwashing practices and “DON’T TOUCH YOUR FACE” admonishments). But this is the space between ideal and real that we can inhabit in service of teaching. Yes, it will take longer. Yes, things you envisioned may absolutely not happen (or not happen the way you hoped). Yes, it will be a crazy amount of work for you. Yes, you may need an extra grown up to actually help while your child “helps.” (You can, of course, designate certain dishes or elements of dishes as appropriate for “help” and others “just for grownups.”) But this is an incredible opportunity to help your kids learn math, science, executive functioning, and life skills in ways that are meaningful, filled with love, and built in to the fabric of their lives.

 

About the Author

Dr. Yvonne M. Asher enjoys working with a wide range of children and teens, including those with autism spectrum disorder, developmental delays, learning disabilities, attention difficulties and executive functioning challenges. She often works with children whose complex profiles are not easily captured by a single label or diagnosis. She particularly enjoys working with young children and helping parents through their “first touch” with mental health care or developmental concerns.

Dr. Asher’s approach to assessment is gentle and supportive, and recognizes the importance of building rapport and trust. When working with young children, Dr. Asher incorporates play and “games” that allow children to complete standardized assessments in a fun and engaging environment.

Dr. Asher has extensive experience working in public, charter and religious schools, both as a classroom teacher and psychologist. She holds a master’s degree in education and continues to love working with educators. As a psychologist working in public schools, she gained invaluable experience with the IEP process from start to finish. She incorporates both her educational and psychological training when formulating recommendations to school teams.

Dr. Asher attended Swarthmore College and the Jewish Theological Seminary. She completed her doctoral degree at Suffolk University, where her dissertation looked at the impact of starting middle school on children’s social and emotional wellbeing. After graduating, she completed an intensive fellowship at the MGH Lurie Center for Autism, where she worked with a wide range of children, adolescents and young adults with autism and related disorders.

 

NESCA is a pediatric neuropsychology and related services practice with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; Coral Gables, Florida; and staff in the greater Burlington, Vermont region, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

 

To book an appointment with a NESCA clinician, please complete our Intake Form today. For more information about NESCA, please email info@nesca-newton.com or call 617-658-9800.

 

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Image of a cell phone with a banned symbol over it; quote from Angela Currie, Ph.D.

Teaching Executive Function Strategies in the Landscape of Cell Phone Ban Policies

By | NESCA Notes 2025

Image of a cell phone with a banned symbol over it; quote from Angela Currie, Ph.D.By Angela Currie, Ph.D.
Pediatric Neuropsychologist; Londonderry, NH Director, NESCA

As students head back to school this fall, many are facing new policies and restrictions around cell phone use in school. For many states and districts, this is defined by a “bell to bell” cell phone ban, which prohibits students from using their phones from the first bell to final dismissal. For many, these policies are long awaited, as there has been growing concern about student distraction, social disengagement, and the negative impact of social media access in schools. By removing access to cell phones, tablets, and smart watches, “bell to bell” policies aim to reduce distractions and foster a more focused, interactive learning environment.

The benefits of cell phone policies are clear; however, they also may present unique challenges for some students who have learned to rely on technology as an appropriate tool for executive function. Executive function refers to a set of cognitive and self-management skills that help individuals manage time, stay organized, remember information, and meet goals efficiently. Because cell phones and tablets are readily accessible and have many embedded tools, many students have integrated technology into their daily routines, using features like calendars, alarms, and note-taking apps to stay on top of assignments and deadlines. These digital tools have become a practical way for some students to stay organized and ensure they are meeting expectations.

With “bell to bell” cell phone bans in place, students will no longer have “on demand” access to the apps or other executive function tools that previously kept them organized, possibly raising concern about increased forgetfulness, missed assignments, and heightened stress. Positively, the laws provide exemptions for students whose IEP, 504 plan, or Title IX needs identify specific technology accommodations (e.g., insulin monitoring, assignment log, communication tools, etc.). However, these students may feel hesitant to use their devices during the school day out of concern for standing out or feeling stigmatized. As a result, even students who are permitted to use their devices may choose to find alternative ways to manage their academic demands in order to avoid feeling singled out.

Cell phone policies are being developed for good reasons, but within this landscape, schools and families must start thinking about how to teach executive function strategies that are not technology-based. Children and teens are developing in a technological world, and they may not have the skills for managing demands without these supports. This provides an opportunity for them to learn more independent skills for daily management, but they may not figure this out on their own. To support students, educators and parents can introduce practical strategies, such as using physical planners to track assignments and deadlines, breaking down larger projects into smaller, actionable steps, and organizing materials with color-coded folders or checklists. Teaching time management techniques, encouraging regular routines, and modeling how to prioritize tasks can also help students build the foundational skills they need to succeed both in and out of the classroom, even without the constant aid of technology.

Ultimately, cell phone bans have the potential to create a more focused and engaged learning environment, fostering improved learning and social interactions. However, as access to technology is reduced, it becomes increasingly important for schools to provide explicit instruction in executive function strategies. By offering concrete tools and strategies, educators can help all students develop enduring, life-long skills that will benefit them not only in managing their responsibilities at school, but also in their future personal an

 

About the Author

Dr. Currie specializes in evaluating children, teens, and young adults with complex profiles, working to tease apart the various factors lending to their challenges, such as underlying learning, attentional, social, or emotional difficulties. She particularly enjoys working with the seemingly “unmotivated” child, as well as children who have “flown under the radar” for years due to their desire to succeed.

 

To book an evaluation with Dr. Currie or one of our many other expert neuropsychologists, complete NESCA’s online intake form. Indicate whether you are seeking an “evaluation” or “consultation” and your preferred clinician in the referral line.

 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; and staff in greater Burlington, Vermont, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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How Executive Function Coaching and Therapy Complement One Another-Part 2

By | NESCA Notes 2025

Quote from NESCA and an image of two puxxle pieces fitting together showing how therapy and EF coaching can complement each otherBy Jasmine Badamo, MA
Educational Counselor; Executive Function Coach

Last week I wrote a blog about the complementary nature of executive function coaching and therapy. I discussed the ways in which each service is distinct, as well as where there are overlaps. Today I’d like to share examples of how each service can support the other. If you find the examples helpful, feel free to download the pdf version from our Resources page!

How executive function coaching can support your therapy work:

An executive function coach can…

  • Serve as another person to reinforce the concepts you’re learning in therapy and help you make note of everyday and/or academic situations that connect to your therapy goals.
  • Serve as a source of motivation and accountability to help you implement the recommendations made in therapy, such as improving your sleep hygiene, widening your social circle, or increasing your positive self-talk.
  • Consult with your therapist to provide examples of your everyday struggles and mindset towards them.
  • Provide a safe space for metacognitive and self-reflection discussions, which can serve as a stepping stone if you are not yet ready to embark on therapy or are questioning your current style of therapy. These discussions can promote a new openness to trying therapy or exploring new therapy modalities/approaches.

How therapy can support your executive function work:

A therapist can…

  • Address anxiety, depression, perfectionism, all-or-nothing thinking, or negative self-talk/narratives, all of which can present a significant barrier to coaching because they reduce your motivation and openness to trying new problem-solving strategies.
  • Provide a big picture, comprehensive understanding of the mental and emotional barriers facing you and guide you (and your executive function coach) in choosing motivation and routine-building strategies that would work best.
  • Help you to build coping strategies for managing daily life and novel tasks, freeing up energy for taking on new goals and challenges.

Every service provider brings something important to the table, and therapy and executive function coaching are an extra-special support combination that has truly benefited many of our clients at NESCA. It often takes a team to support an individual through challenging aspects of their life, and NESCA’s coaches are happy to be a part of that team!

NESCA offers executive function coaching for students from elementary school through adulthood who are looking to bolster their organization, scheduling, time management, goal setting, and routine building skills. Students work 1-on-1 with occupational therapists and education specialists to identify specific skills that will help them be more organized and in control of their academic and general life tasks. If you have concerns about your child or student’s executive function challenges and want to try our 1-on-1 coaching, please complete our online Intake Form. 

 

 

About the Author

Jasmine Badamo, MA, is a licensed special educator and seasoned executive function coach. SheJasmine Badamo headshot supports a wide range of clients, ranging from age 7 to adulthood, to develop executive function and independence skills necessary for success with school (including college and graduate school) and in life. She is also uniquely qualified to coach parents and train educators to support EF skill development across settings.

To book executive function coaching with an EF or Real-life Skills Coach at NESCA, complete NESCA’s online intake form. 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; and the greater Burlington, Vermont region, serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Image of two puzzle pieces fitting together to represent therapy and EF coaching

How Executive Function Coaching and Therapy Complement One Another-Part 1

By | NESCA Notes 2025

Image of two puzzle pieces fitting together to represent therapy and EF coachingBy Jasmine Badamo, MA
Educational Counselor; Executive Function Coach

At a recent NESCA case conference, we had a thought-provoking discussion about the relationship between executive function coaching and therapy that inspired me to write this two-part blog series.

Executive function coaching is different from therapy in a few key ways:

  • Most executive function coaches are not trained mental health professionals.
  • Therapy is usually positioned to treat mental health concerns, such as anxiety, depression, OCD, and related emotional patterns.
  • Executive function coaching focuses more directly on improving cognitive skills and strategies (like planning, organizing, prioritizing, time management, focus, and self-regulation) to support clients in reaching their academic, professional, and personal goals.
  • Executive function coaching is often more practical and solution-oriented, while many therapy approaches focus on exploring past experiences and deepening a client’s understanding of themselves.

But there can also be overlap between the two supports:

  • Executive functioning and mental health both impact an individual’s self-regulation and ability to cope with daily life.
  • Executive function coaches and therapists might both implement skill-based activities with clients.
  • Executive function coaches and therapists both focus on improving an individual’s well-being by identifying challenges, setting goals, developing strategies, and building self-awareness.

The truth is that the work we executive function coaches do with our clients frequently relates to their mental health and emotional struggles. For example, we may help individuals strengthen their ability to regulate impulses; reflect inward to better understand their habits and patterns in behavior; move past low motivation to activate and take action; adapt their behavioral patterns to better meet their needs and goals; implement self-care routines; and tackle the logistical challenges of accessing other services, such as therapy.

Additionally, persistent mental health struggles (as well as a person’s naturally fluctuating emotional states) play a large role in a person’s ability to access their prefrontal cortex or “thinking brain,” where our executive function abilities reside. This is because emotional regulation and executive control are both housed in this part of the brain. When one skill set is taxed, the other suffers. Correspondingly, persistent executive function struggles can contribute to increased mental health struggles, such as anxiety or depression.

Given the connected nature of executive functioning and mental health, we recognize that executive function coaching and therapy are distinct, but are also connected and complementary. The two services not only balance each other, but help to amplify the success and effectiveness of each individual service.

Tune in for our blog next week where I’ll delve into the ways executive function coaching can support your therapy work and vice versa!

NESCA offers executive function coaching for students from elementary school through adulthood who are looking to bolster their organization, scheduling, time management, goal setting, and routine building skills. Students work 1-on-1 with occupational therapists and education specialists to identify specific skills that will help them be more organized and in control of their academic and general life tasks. If you have concerns about your child or student’s executive function challenges and want to try our 1-on-1 coaching, please complete our online Intake Form. 

 

About the Author

Jasmine Badamo, MA, is an educational counselor and executive function coach who works full-time at NESCA supporting students ranging from elementary school through young adulthood. In addition to direct client work, Ms. Badamo provides consultation and support to parents and families in order to help change dynamics within the household and/or support the special education processes for students struggling with executive dysfunction. She also provides expert consultation to educators, special educators and related professionals.

Ms. Badamo is a New York State Certified ENL and Special Education teacher. She has more than 10 years of teaching experience across three countries and has worked with students and clients ranging in age from 7 to adulthood. She earned her bachelor’s degree in Biological Sciences from Cornell University and her master’s degree in TESOL from CUNY Hunter College. She has also participated in graduate coursework focusing on academic strategies and executive function supports for students with LD, ADHD, and autism as part of the Learning Differences and Neurodiversity (LDN) certification at Landmark College’s Institute for Research and Training. In addition to being a native English speaker, Ms. Badamo is also conversationally fluent in verbal and written Spanish.

Having worked in three different New York City public schools, Ms. Badamo has seen firsthand the importance of executive function skills in facilitating student confidence and success. Her coaching and consultation work focuses on creating individualized supports based on the specific needs and strengths of each client and supporting the development of metacognition (thinking about one’s own thought processes and patterns), executive function skills, and independence. She will guide clients to generate their own goals, identify the barriers to their goals, brainstorm potential strategies, advocate for support when needed, and reflect on the effectiveness of their applied strategies.

Ms. Badamo is a highly relational coach. Building an authentic connection with each client is a top priority and allows her to provide the best support possible. Additionally, as a teacher and coach, Ms. Badamo believes in fostering strong collaborations with anyone who supports her clients including service providers, classroom teachers, parents, administrators, and community providers.

To book executive function coaching with Jasmine Badamo or another EF or Real-life Skills Coach at NESCA, complete NESCA’s online intake form. 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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1:1 EF coaching image with quote from Jasmine Badamo, EF coach

What Sets Executive Function Coaching Apart from Other Study Skill Supports?

By | NESCA Notes 2025

1:1 EF coaching image with quote from Jasmine Badamo, EF coachBy Jasmine Badamo, MA
Educational Counselor; Executive Function Coach

As families and schools are putting more focus on the importance of study skills for their child’s academic success, the idea of executive function coaching has become more mainstream. There are now more apps, online courses, school curriculum, and private companies offering this kind of support.  When I give families examples of executive functioning skills – organization, planning, time management, focus, prioritization – they immediately recognize them and see how their child could benefit from strengthening these skills. However, it can be difficult to understand exactly how (and why) hiring a 1-on-1 executive function coach is such an effective way to support a child’s executive function development.

While executive function skills overlap with study skills, they go beyond that. They are foundational higher-order cognitive skills that are required for every individual to engage in goal-directed behavior, which is, well…almost everything! Yes, executive function skills are necessary when your child wants to create and execute a study plan for their upcoming math exam, but they are also necessary in order for your child to wake up each morning and complete their morning routine in time to get to school at 8:00am.

A properly trained executive function coach has training and expertise in these cognitive skills and their development, and are equipped with strategies for strengthening these skills across multiple contexts. These strategies may include some of the “tips & tricks” you’ve read about online (e.g. Set a 5-min timer and see how much cleaning you can get done!), but they also include the use of coaching methodologies to guide an individual in recognizing patterns in their past experiences, identifying core barriers, and establishing meaningful goals in their life. Every day in my coaching, I make use of the training I received in my post-graduate coursework, and being a part of a group practice affords me the added benefit of pulling from the knowledge and perspectives of several masters- and doctorate-level occupational therapists, transition specialists, special educators, and neuropsychologists. 

A partnership with a trained coach offers structured, consistent, and personalized instruction that builds executive function skills in a clear progression towards a student’s goals and greater independence. Unlike using online focus apps or joining a group study-skills class, a 1-on-1 coach, especially one that has been thoughtfully matched with your child based on specialty area and personality, is able to facilitate a real connection and trust with a student. This relational approach is essential for sustainable student engagement and effective individualized support.

My colleague Sara LaFerriere perfectly described this when she said, “It’s hard for students to understand their full potential if the providers they work with can’t make a connection with them.” Aside from the increased effectiveness of a 1-on-1 coach, it’s just plain nice for a student to have another trusted adult in their corner, especially when they are struggling and feeling vulnerable (and especially when their parents or caregivers are at the end of their ropes from repeated attempts to improve their child’s executive function challenges).

On the family side, hiring an executive function coach beefs up your child’s support team. At NESCA, we put a lot of weight on collaboration, not just within our practice, but with other professionals. Whenever possible, I like to initiate communication across my students’ different service providers. For me, it provides a more robust understanding of my students and helps me ensure my coaching is aligned with the work they’re doing in other areas of their life. For families, it can provide relief to know that everyone on their child’s team is on the same page and working towards the same big-picture goals. A coach can even serve as another line of communication between a child and their family, sharing feedback with parents about the interventions and strategies that work best for their child, and giving parents ideas for successfully implementing strategies at home.

NESCA offers executive function coaching for students from elementary school through adulthood who are looking to bolster their organization, scheduling, time management, goal setting, and routine building skills. Students work 1-on-1 with occupational therapists and education specialists to identify specific skills that will help them be more organized and in control of their academic and general life tasks. If you have concerns about your child or student’s executive function challenges and want to try our 1-on-1 coaching, please complete our online Intake Form. 

 

About the Author

Jasmine Badamo, MA, is an educational counselor and executive function coach who works full-time at NESCA supporting students ranging from elementary school through young adulthood. In addition to direct client work, Ms. Badamo provides consultation and support to parents and families in order to help change dynamics within the household and/or support the special education processes for students struggling with executive dysfunction. She also provides expert consultation to educators, special educators and related professionals.

Ms. Badamo is a New York State Certified ENL and Special Education teacher. She has more than 10 years of teaching experience across three countries and has worked with students and clients ranging in age from 7 to adulthood. She earned her bachelor’s degree in Biological Sciences from Cornell University and her master’s degree in TESOL from CUNY Hunter College. She has also participated in graduate coursework focusing on academic strategies and executive function supports for students with LD, ADHD, and autism as part of the Learning Differences and Neurodiversity (LDN) certification at Landmark College’s Institute for Research and Training. In addition to being a native English speaker, Ms. Badamo is also conversationally fluent in verbal and written Spanish.

Having worked in three different New York City public schools, Ms. Badamo has seen firsthand the importance of executive function skills in facilitating student confidence and success. Her coaching and consultation work focuses on creating individualized supports based on the specific needs and strengths of each client and supporting the development of metacognition (thinking about one’s own thought processes and patterns), executive function skills, and independence. She will guide clients to generate their own goals, identify the barriers to their goals, brainstorm potential strategies, advocate for support when needed, and reflect on the effectiveness of their applied strategies.

Ms. Badamo is a highly relational coach. Building an authentic connection with each client is a top priority and allows her to provide the best support possible. Additionally, as a teacher and coach, Ms. Badamo believes in fostering strong collaborations with anyone who supports her clients including service providers, classroom teachers, parents, administrators, and community providers.

To book executive function coaching with Jasmine Badamo or another EF or Real-life Skills Coach at NESCA, complete NESCA’s online intake form. 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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Image of two people studying together or Body doubling

The Power of Body Doubling

By | NESCA Notes 2024

Image of two people studying together or Body doublingBy Jasmine Badamo, MA
Educational Counselor; Executive Function Coach

Have you heard of body doubling before? Body doubling is when two (or more) people lend each other their presence while doing individual work. You can think of it as a “buddy system” for productivity. Having another person with us while we work can increase our motivation to start a task, boost our focus, and even have a calming effect. In fact, the sheer act of scheduling a body doubling session with someone helps hold us accountable to our to-do list.

Body doubling is a powerful accountability strategy that I use with my clients as well as with friends and family. If you think about it, it’s likely that you have used this strategy, too. Have you ever silently studied in a group, with a friend, or in a public space such as a library or cafe? That was body doubling! What about calling up a friend and scheduling a time to go to the gym together? Body doubling! Do you ever chat with a friend while you cook, fold laundry, or grocery shop? Once again, body doubling! (It doesn’t always have to be silent.)

Body doubling is a foundational strategy that I explore with many clients – first explaining the concept and benefits of it, and then providing them with opportunities to practice it.  We may start by body doubling during our video calls, testing out if it’s more effective to keep cameras on or off, mics muted or not, screens shared or not. We’ll experiment with duration to see what’s enough time to get work done, but not too much time to get distracted. Our goal is to find the sweet spot where body doubling is supportive, but not distracting. We also implement structures to make body doubling time as productive as possible. This may look like using a prep checklist to make sure my client has all the materials they need to work; establishing a work plan that includes a goal and the first steps to take; or determining checkpoints when they want me to interrupt with prompts or reminders.

This structured practice is particularly effective because we have fostered a safe and collaborative coaching relationship that is centered on getting work done. With this guided practice, my clients can dip their toes into the world of body doubling and prepare to utilize this strategy on their own – with a natural resource (a person or group of people who is available in their everyday life).

As my clients build independence, we discuss creative ways for them to incorporate this strategy into their everyday lives. We’ll go through the list of people in their lives and think through who would make good body-doubling partners, and who would make socializing too big a temptation to resist. We might remove the temptation to talk altogether and body double with a pet dog or rabbit. I’ve even worked with clients to create “asynchronous” body doubling where they listen to audio messages from friends while they get house chores done.

As body doubling has become more popular, people have found ways to incorporate technology and social media. The YouTube channel @MerveStudyCorner has videos of various lengths showing a person studying in different locations. The Dubbii App by @adhd_love_provides body doubling videos specifically for individuals with ADHD. The FLOWN app offers “coworking” drop-in or power sessions. And some people are hosting TikTok Live while doing chores or working on homework so you can tune in and join. Very clever!

Body doubling is an adaptable and powerful strategy that can help anyone boost productivity, focus, and accountability. Whether you’re experimenting with silent study sessions, enlisting a friend to tackle errands, or exploring innovative tech tools, there’s no shortage of ways to make this strategy work for you. So, why not give it a try? If you need help getting started, reach out to NESCA to work with one of our expert real-life skills and executive function coaches by completing our Intake Form at: www.nesca-newton.com/intake.

Want to do more reading on body doubling? Check out these articles:

Additional Information

Body doubling can also be done outside the context of productivity, often referred to as “parallel play.” Sitting next to a trusted human and allowing yourself to get lost in a preferred task or hobby can be a truly enjoyable experience, deepening your relationship without even talking!  For individuals who find talking tiring or for those who have an easily-drained social battery, this is an accessible way to engage and RESIST isolation.

 

About the Author

Jasmine Badamo, MA, is an educational counselor and executive function coach who works full-time at NESCA supporting students ranging from elementary school through young adulthood. In addition to direct client work, Ms. Badamo provides consultation and support to parents and families in order to help change dynamics within the household and/or support the special education processes for students struggling with executive dysfunction. She also provides expert consultation to educators, special educators and related professionals.

Ms. Badamo is a New York State Certified ENL and Special Education teacher. She has more than 10 years of teaching experience across three countries and has worked with students and clients ranging in age from 7 to adulthood. She earned her bachelor’s degree in Biological Sciences from Cornell University and her master’s degree in TESOL from CUNY Hunter College. She has also participated in graduate coursework focusing on academic strategies and executive function supports for students with LD, ADHD, and autism as part of the Learning Differences and Neurodiversity (LDN) certification at Landmark College’s Institute for Research and Training. In addition to being a native English speaker, Ms. Badamo is also conversationally fluent in verbal and written Spanish.

Having worked in three different New York City public schools, Ms. Badamo has seen firsthand the importance of executive function skills in facilitating student confidence and success. Her coaching and consultation work focuses on creating individualized supports based on the specific needs and strengths of each client and supporting the development of metacognition (thinking about one’s own thought processes and patterns), executive function skills, and independence. She will guide clients to generate their own goals, identify the barriers to their goals, brainstorm potential strategies, advocate for support when needed, and reflect on the effectiveness of their applied strategies.

Ms. Badamo is a highly relational coach. Building an authentic connection with each client is a top priority and allows her to provide the best support possible. Additionally, as a teacher and coach, Ms. Badamo believes in fostering strong collaborations with anyone who supports her clients including service providers, classroom teachers, parents, administrators, and community providers.

To book executive function coaching with Jasmine Badamo or another EF or Real-life Skills Coach at NESCA, complete NESCA’s online intake form. 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

6
College advisor assisting and supporting a college student in an office, library, or classroom setting.

The Importance of College Campus Resource Planning

By | NESCA Notes 2024

College advisor assisting and supporting a college student in an office, library, or classroom setting.By Jasmine Badamo, MA
Executive Function Coach; Educational Counselor

This year I’ve started working with a new batch of freshmen who are embarking on their college journeys. The first semester is always a whirlwind of emotions: nervousness, excitement, anticipation, but most of all, overwhelm. Even at colleges that prioritize supporting students in their transition to campus life, it can be hard for students to navigate the sea of information they’re given. However, the first several weeks of the semester are the perfect time to explore the various campus resources available to students, many of which are included in the cost of tuition.

Even if students don’t use resources right away, it’s essential for them to be aware of the available services as they progress through their college journey. Understanding what’s offered can help them navigate challenges and take advantage of opportunities when the need arises.

Take a look at the wide range of potential campus resources available:

*click here for a downloadable version of this table

Given that each college (and student!) is different, I work with my clients to create a personalized spreadsheet where they not only compile information on each campus resource, but also make note of how, when, and why they would use each resource.

Students may also want to create step-by-step plans for various college situations:

Organizing all this information can be daunting and time-consuming, so it’s often helpful to work through it with someone else. Consider reaching out to your college’s Disability/Accessibility Services to get a clearer understanding of the campus resources available to you. Ask if you can collaborate with someone in that office to create your own personalized spreadsheet tailored to your needs. Don’t hesitate or feel rushed–remember, these resources are included in your tuition because navigating college life takes a village. This is your college experience, so take full advantage of it!

If you are a struggling student, or parent/caregiver/professional working with a struggling student who might benefit from executive function or life skills coaching with an experienced professional, I am proud to be one of NESCA’s team of expert executive function tutors. Feel free to complete an intake at https://www.nesca-newton.com/intake to learn more about our services!

 

About the Author

Jasmine Badamo, MA, is an educational counselor and executive function coach who works full-time at NESCA supporting students ranging from elementary school through young adulthood. In addition to direct client work, Ms. Badamo provides consultation and support to parents and families in order to help change dynamics within the household and/or support the special education processes for students struggling with executive dysfunction. She also provides expert consultation to educators, special educators and related professionals.

Ms. Badamo is a New York State Certified ENL and Special Education teacher. She has more than 10 years of teaching experience across three countries and has worked with students and clients ranging in age from 7 to adulthood. She earned her bachelor’s degree in Biological Sciences from Cornell University and her master’s degree in TESOL from CUNY Hunter College. She has also participated in graduate coursework focusing on academic strategies and executive function supports for students with LD, ADHD, and autism as part of the Learning Differences and Neurodiversity (LDN) certification at Landmark College’s Institute for Research and Training. In addition to being a native English speaker, Ms. Badamo is also conversationally fluent in verbal and written Spanish.

Having worked in three different New York City public schools, Ms. Badamo has seen firsthand the importance of executive function skills in facilitating student confidence and success. Her coaching and consultation work focuses on creating individualized supports based on the specific needs and strengths of each client and supporting the development of metacognition (thinking about one’s own thought processes and patterns), executive function skills, and independence. She will guide clients to generate their own goals, identify the barriers to their goals, brainstorm potential strategies, advocate for support when needed, and reflect on the effectiveness of their applied strategies.

Ms. Badamo is a highly relational coach. Building an authentic connection with each client is a top priority and allows her to provide the best support possible. Additionally, as a teacher and coach, Ms. Badamo believes in fostering strong collaborations with anyone who supports her clients including service providers, classroom teachers, parents, administrators, and community providers.

To book executive function coaching with Jasmine Badamo or another EF or Real-life Skills Coach at NESCA, complete NESCA’s online intake form. 

NESCA is a pediatric neuropsychology practice and integrative treatment center with offices in Newton, Plainville, and Hingham, Massachusetts; Londonderry, New Hampshire; the greater Burlington, Vermont region; and Brooklyn, New York (coaching services only) serving clients from infancy through young adulthood and their families. For more information, please email info@nesca-newton.com or call 617-658-9800.

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