How executive functioning affects children

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How executive functioning affects children

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What is executive functioning? Executive functioning is the process of doing. It consists of all the little steps from A to Z of getting a task done. There are many levels of executive functioning. One is intiation, your ability to want to get started on a project. There are time management skills. This is a part of executive functioning. Monitoring yourself, checking if you are making careless errors. Executive functioning also involves planning and organizational skills. So all these areas help us get our work done during the day. Executive functioning plays more and more of a role as your child ages throughout school. For example, what is required in kindergarden is not the same as in grade three. In grade three, your child has many projects and many tests to prepare for. This is when the executive functioning systems get really taxed. Know that executive functioning is not a disorder but it is a symptom and a co-existing condition that is associated with other problems, such as reading. It can exist in children who have difficulties in attention and concentration. So that the earlier we help our children, the better off they will be and the more efficient they will be in school.

Watch Karen Schiltz, PhD's video on How executive functioning affects children...

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Karen Schiltz, PhD

Neuropsychologist

Dr. Schiltz is a clinical psychologist, licensed in the state of California. From 1985-1987, she completed a post-doctoral residency in clinical neuropsychology at UCLA's David Geffen School of Medicine within the Department of Psychiatry and Biobehavioral Sciences. She received her doctoral degree in psychology in 1984 from the American Psychological Association accredited California School of Professional Psychology in Los Angeles. Dr. Schiltz has conducted a private practice specializing in the clinical and forensic neuropsychological assessment of children, adolescents, and young adults since 1988. She has held an appointment as an Associate Clinical Professor at the David Geffen School of Medicine within the Department of Psychiatry and Biobehavioral Sciences, since July of 2004. She also held an appointment as an Assistant Clinical Professor within the same department from September 1993 to July of 2004. Dr. Schiltz has been a clinical supervisor within that department since August 1993 to the present time. Her faculty duties at UCLA include lecture presentations in the field of pediatric neuropsychological assessment, attentional disorders, accommodation assessment guidelines, and carbon monoxide poisoning.

Dr. Schiltz has written numerous articles on regulation and selective neurobehavioral disorders. In her 24 years of clinical work with children, adolescents, and young adults, she has emphasized the critical importance of integrating neuropsychological assessment findings to the application of accommodations to the classroom and home environments in a “user-friendly” manner. Dr. Schiltz supports a comprehensive team approach in the assessment and remediation of children who struggle with cognitive, learning, behavioral, social, and emotional difficulties. She sees a variety of students who are referred subsequent to or in the process of being diagnosed with a suspected learning disorder, attentional and concentrational compromises, suspected social communication disorder, memory disorder, neurotoxin exposure, scuba diving illnesses, seizure disorders, traumatic brain injury, cognitive changes due to medical illness or surgery, substance abuse disorder, pervasive developmental disorders, high cognitive ability profiles, among other neurological and neuropsychiatric conditions. Her experience has come from assessing children and working on intervention teams both in the hospital units as well as university and private-practice based settings.

In addition to her private practice and academic supervisory duties, Dr. Schiltz has written, co-written, and/or presented over 81 papers, manuscripts, and publications. Her book, Beyond the Label, was published by Oxford University Press in 2012. The book, along with coauthors Amy M. Schonfeld and Tara Niendam, helps parents and educators recognize the warning signs that may indicate a potential problem with a child and explain how to find the best help. Throughout the book, the authors stress that by focusing on behaviors and not labels, parents will be able to better understand the whats, whys, and hows of a child's learning and emotional challenges.

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