Simple tasks aren’t always as simple as they seem for everyone
People with ADHD may not experience executive functions with the same level of automaticity
Waking up at a specific time every morning, managing multiple tasks simultaneously while preparing for the day, deciding which task is more important, and directing our attention to what we want to do... While all these may seem like things that happen automatically, they are actually made possible by the brain’s “management system,” known as executive functions. Executive functions regulate many processes that help you plan your day, stay organized, and remember what you were doing. Moreover, it enables individuals to regulate their thoughts, emotions, and actions to achieve specific goals, remain attentive during social interactions, and navigate daily life effectively. However, not everyone experiences executive functions in the same way or with the same level of automaticity. People with ADHD often experience challenges in these areas, which can affect their performance in school or at work and can even impact their relationships. For example, they may struggle to start tasks even when they genuinely want to, lose track of time during important responsibilities, forget appointments despite using reminders, find it difficult to stay focused during conversations, or react impulsively in moments of stress. These experiences do not reflect a lack of effort or motivation; they reflect how their brain, and especially their executive function, works. But that does not mean these differences in executive functioning are unmanageable. In this mini sketch, we will explore the executive functioning of ADHD brains, their challenges in everyday life, and how to manage them.
Key Parts of Executive Functioning
Executive functioning refers to a set of higher-order mental skills that help us plan, organize, initiate tasks, maintain focus, regulate emotions, control impulses, and adapt to changing situations. They guide nearly every aspect of daily functioning. While these abilities exist on a spectrum for everyone, people with ADHD often experience meaningful differences in how these functions develop and are used in daily life. The difference is rooted in the brain’s neurobiology, especially in an area called the prefrontal cortex. The prefrontal cortex plays a key role in attention, working memory, planning, and impulse control. In ADHD, the prefrontal cortex functions differently, and communication between this region and other brain regions that coordinate actions, regulate motivation, and modulate emotion is altered. This leads to differences in executive function and, consequently, daily behaviors (Arnsten, 2009). Below, we will examine executive functions such as planning, time management, working memory, impulse control, cognitive flexibility, and how people with ADHD experience challenges due to how their brains manage attention, motivation, and regulation.
Planning and organization are essential executive functions that allow people to set goals, devise strategies, and allocate resources effectively. Making a to-do list for your day or packing everything you need for a trip would be an example of planning
Challenges: People with ADHD often struggle with these tasks, finding it difficult to break down projects into manageable steps or prioritize activities based on degree of importance, which can result in incomplete tasks, missed deadlines, and a general sense of disorganization in daily life.
Time management refers to your brain’s ability to keep track of time and know how long it takes to complete tasks; it helps you avoid running late or spending too much time on one thing, for example, setting a timer to make sure you don’t burn cookies in the oven.
Challenges: Time management is a marked area of difficulty for people with ADHD; they may have trouble estimating how long tasks will take, often underestimating the amount of time required, which can lead to procrastinating and then scrambling to complete tasks at the last minute, and it might cause stress and may reduce the quality of work.
Working memory refers to the ability to hold and manipulate information in your mind over a short period of time. It can be viewed as a mental sticky note; for example, when you remember a phone number in your head just long enough to dial it.
Challenges: People with ADHD often experience challenges with working memory, making it difficult to follow step-by-step instructions, keep track of ongoing tasks, and recall important information. This can lead to routine forgetfulness and difficulty with completing tasks that require sustained mental effort.
Impulse control is the ability to suppress impulsive responses and delay gratification; it’s like having a stop sign in your brain that helps you think before you act, so you don’t do something you might regret. For example, pausing before you say something hurtful in the heat of the moment.
Challenges: People with ADHD often have difficulty with this aspect of executive functioning, which can lead to impulsive decision-making, difficulty waiting their turn, and interrupting others, which can create challenges in social situations and increase the likelihood of engaging in risky behaviors.
Cognitive flexibility refers to your brain’s capacity to adapt to new information, shift attention between tasks, and adjust to changing circumstances. For example, when you have to take a different route because of traffic or when your plans change at the last minute, you need to adjust quickly.
Challenges: People with ADHD may find it difficult to shift gears when necessary, especially when transitioning from favorable to unfavorable activities/tasks; rigidity can lead to frustration and resistance to change.
Although these challenges seem complicated, they are manageable. Simple strategies like changing small habits, breaking tasks into smaller steps, using reminders, or creating a visual checklist can help bring clarity to daily life tasks.
Skill Building with ADHD
Practicing specific skills can help individuals with ADHD manage their symptoms more effectively and improve their daily functioning. Here are some key skills that can be beneficial:
Planning and Organization
Establish daily routines to add structure to your day. This might include establishing a morning routine, a work routine, and a bedtime routine.
Regularly organize your living and workspace, such as labeling bins, folders, or drawers to keep things in order.
Make lists of tasks or items needed for specific activities to ensure nothing is overlooked.
Time Management
Regularly schedule tasks, deadlines, and appointments by using a planner or calendar.
Use alarms and timers to remind yourself of important tasks or help you keep track of time.
Practice identifying the most important tasks for the day and tackle them first.
Working Memory
Use tools like sticky notes, reminders, or digital calendars to help remember social plans, tasks, and appointments.
Break down information into smaller chunks to make it easier to remember.
Review and repeat information to support memory retention.
Impulse Control
Practice pausing for a few seconds before responding to situations, allowing yourself time to consider the consequences/outcomes.
Engage in mindfulness exercises to increase awareness of your impulses to better control them.
Focus and Attention
Practice techniques like the Pomodoro Technique (working for 25 minutes, then taking a 5-minute break) to maintain focus.
Identify frequent distractions (e.g., phone, external noise) and create a workspace that minimizes them.
Practice mindfulness exercises to improve concentration and bring awareness to the present moment.
Planning and Problem-Solving
Practice setting specific, achievable goals–break these goals down into actionable steps.
Visualize the steps needed to complete a task–create a clear mental map of what needs to be done.
Engage in exercises that encourage you to weigh your options before making decisions–this can improve problem-solving skills.
Stress Management
Practice relaxation techniques such as deep breathing, progressive muscle relaxation, or yoga to manage stress and anxiety.
Engage with exercise or physical activity to help manage symptoms of ADHD; it can reduce stress and improve focus.
Develop good sleep habits to ensure you are well rested, which can improve focus and emotional regulation.
Social Skills
Practice active listening by focusing on the person who is speaking to you, making eye contact, and summarizing what they said.
Role-play social situations to practice receptive responses and improve interpersonal skills.
Practice expressing your thoughts and needs clearly and respectfully without being overly passive or aggressive.
Self-Monitoring
Keep a journal or planner to log your daily activities–focus on what went well as well as opportunities for improvement.
Spend time reflecting on your actions and decisions–consider how they align with your goals; reflect on your behavior and how it could be impacting other people.
Seek feedback from others to help identify where there is room for growth–this can reinforce adaptive behaviors.
Professional Help
Cognitive Behavioral Therapy (CBT) can help you notice and change your behavioral patterns. With CBT, you might improve everyday skills like self-control, problem-solving, or staying organized.
With professional help and therapy, you can make planning, focusing, and completing tasks easier.
Therapy helps you manage daily life more effectively and smoothly.
Take-aways
The challenges people face with executive functioning in ADHD are diverse and can significantly impact various areas of life.
Planning and organizing, time management, working memory, inhibitory control, and cognitive flexibility can all be challenges for people with ADHD.
Understanding these challenges is crucial to developing effective strategies and interventions that can help people manage symptoms to improve their functioning in daily life.
By addressing these difficulties with executive functioning and practicing skills regularly, ADHD symptoms can be better managed, resulting in improved organization, focus, and time management skills that promote overall well-being.
References
Arnsten A. F. (2009). The Emerging Neurobiology of Attention Deficit Hyperactivity Disorder: The Key Role of the Prefrontal Association Cortex. The Journal of Pediatrics, 154(5), I–S43. https://doi.org/10.1016/j.jpeds.2009.01.018
Brown, T.E. ADD/ADHD and impaired executive function in clinical practice. Curr Atten Disord Rep 1, 37–41 (2009). https://doi.org/10.1007/s12618-009-0006-3
Goldstein, S., & Naglieri, J. A. (Eds.). (2014). Handbook of executive functioning. Springer. https://doi.org/10.1007/978-1-4614-8106-5
Ramos-Galarza, C., Brito, D., Rodríguez, B., Guerrero, B., Cruz-Cárdenas, J., & Bolaños-Pasquel, M. (2024). Systematic Review of Executive Function Stimulation Methods in the ADHD Population. Journal of Clinical Medicine, 13(14), 4208. https://doi.org/10.3390/jcm13144208