Executive Function Deficit

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One of the most famous invisible neurological incapability that might lead to lifetime misery along with failure is referred to as executive function deficit. As the name shows, executive functions can be defined as high level abilities that influence most fundamental capabilities such as attention, motor skills as well as memories.

Due to this reason, it is not easy to asses them directly. Several other tests that are applied when measuring other abilities can also be applied during executive functions evaluation.

For instance, a child having executive functions deficits might perform better on tests of basic of basic attention, for instance these asking the child to look at the computer screen and make a response when a certain image appears.

On the other hand, “such children have the some difficulties with tasks that need divided attention,” (Lezak, 1995in), in other words or attention that is changing with time, this is for example different responses that relays on the presented stimulus.

This is a research paper in the area of School Psychology, that that critically explains about executive function deficits and how it affects academics and/or behaviors in children.

Due to the fact that “executive functions govern so many lower-level abilities; there is some controversy about their physiological basis” (Chris & Dandy, 2011) However, most individuals who have studied these capabilities concur that, the frontal brain lobes, play a major responsibility in executive function.

It has been proved that people who have their frontal lobes injure in most cases experiences some troubles in higher level operation that underlay executive function.

Due to its complexity, frontal cortex has a very slow rate of growth as compared to other parts of the brain. “As an effect, executive functions growth might not develop fully till adolescent.” (AmericanAutismSociety.org, 2011)

It has been shown that, Verbal fluency tests when carried out on such children, for instance, when a child is asked to name as many plants or animals as possible, it has been found that, children with executive function deficits finds naming task of much simple, however, they do struggle with naming words that starts with certain letters.

This is based on the fact that, this task requires individuals to organize aspects in a novel manner. In one way or the other “Executive functions also influence memory abilities by allowing people to employ strategies that can help them remember information” (Chris & Dendy, 2011).

Executive functions are much significant for successful adaptation a long with performance in real life conditions. In most cases, they permit children to start and finish assignments as well as perseverance in the times of trouble.

Due to the fact that the environment cannot always be predicted by anyone, these executive functions are significant to human capability of recognizing the significance of unexpected circumstances, as plans quickly when faced with a problem,” (AmericanAutismSociety.org, 2011).

In addition, they experience some problems when there is need to quickly come up with an alternative plan when presented with an issue that is not usual but tent to interfere with routines that are considered normal.

In such like manner, the executive function will be objectively be objectively leading to the success of a certain work, as well as in school, this is based on the fact that individuals have the capability of managing their daily life stresses.

Additionally, the phenomenon makes children to show manners deemed to be unsuitable. Children experiencing executive functions deficits, in most cases experience the problem of interacting with other children. This is based on the fact that, they might do something or even comment on something that is bizarre or even offensive to other children.

Majority of experiencing executive function are prone to engaging in activities that land them into trouble. This can be exemplified by them commenting bad things about their peers or even strangers especially with regards to sexual attributes, pessimistic conclusions about others, abusing their elders among others.

However these children have the ability of suppressing these kinds of behaviors. At the time that the executive functions get impaired, on the other hand, such urges night not be suppressed. As an effect, executive functions are significant elements of the available abilities that make one to fit well in a society.

On the other hand, executive deficits are associated with several psychiatric as well as the developmental disorders like “obsessive-compulsive disorder, Toilette’s syndrome, depression, schizophrenia, attention-deficit/hyperactivity disorder, and autism” (Lezak, 1995).

On top of all these, executive function deficit sometimes influence the role in the behaviors that might be termed as antisocial. It has been found that, “children and adults who chronically use heavy drugs, as well as alcohol, have shown some impairment when executive function tests done on them.” (Chris & Dendy, 2011)

As a result, there are these impairments which might arise due to the usage of heavy drugs or substances. It has been proved by research that all problems attributed to executive functioning can possibly lead to expansion of a given disorder as a result of using certain substances.

In most cases, research has found that, many children experiencing executive function deficits, impaired working memory, as well as a very slow speed of processing. In one way or the other, such children are faced some difficulties when writing essays and when working on mathematics problems.

According to the recent studies, written expression is the most famous problem among students experiencing executive functions. Due to this, most school work such as those that entail like essay writing along with writing reports from books prove to be a problem to such children.

For instance, when writing an easy, such students in most cases “hold their ideas in mind, acts upon and organizing with e ideas, quickly retrieving grammar, punctuations, along with spelling regulations from long term memory, manipulating all these information is very hard” (Nathan, et al, 2001).

Children experiencing executive function deficits may suffer further complications according to the recent studies. It has been found that, children experiencing executive function deficit, have at least one other problem that co-exist. Such problems may include depression, or even anxiety.

As a result, the process of accommodating children in school who have complex cases of attention deficit has been proved to be far much critical. This is based on the fact that, such like students having higher risks, as compared to their peers for millions and millions of school problems.

For instance, they have higher chances of failing a grade, being absent from school regularly, suspensions or expulsions, and in most cases- dropping out from schools and not making it to collages, (AmericanAutismSociety.org, 2011).

Another thing is that, children experiencing executive function might also experience autism, which is a cluster of conditions that might occur early in childhood. This will involve severe “impairments in social interaction, communication, abilities to imagine, and rigid, repetitive behaviors” (Lichter & Geoffrey, 2001).

For it to be looked upon as an autistic disorder, before the child becomes three years old, some of these impairments must have been manifested. Research has shown that, every child who has been diagnosed with autistic disorder has different behaviors as compared to other children, though the fact is, such characteristics do not apply equally to all children.

The presence of executive function deficits in children going to school, will deny them organizational skills. Most children experiencing executive function deficits, have limited and inadequate internal structures. The absence of internal structures leads to reasonable difficulties at home and as well as in the community.

It might even impact the capability of making and maintaining friendship due to their unpredictability behaviors that might not be appealing to the peers, (Nathan, et al, 2001).

On the other hand, some executive function deficits might lead to early detection of dementia. Generally, dementia has been defined as an “overall decline in intellectual function, involves difficulties with language, simple mathematics, planning and judgment, and motor skills as well as loss of memory” (Wecker, et al, 2000)

In conclusion, since executive function is just a theory and not a fully defined and documented idea, psychologists have come up with different opinions about what mental operations are involved.

It is no doubt that the phenomenon makes kids to be less advantaged when trying to find their ways to solving problems as well as implementing them.

“Such children have problems with organization, planning as well as managing time a long with space” (Wecker, et al.2000). Additionally, this group of children potentially exhibit flaws in their memories as they work. Due to all these deficits, it is clear that, a child experiencing executive function deficits, will be adversely affected in his or her academics.

References

AmericanAutismSociety.org. (2011). Executive Function. Retrieved from: http://www.minddisorders.com/Del-Fi/Executive-function.html

Chris A. & Dendy, M. (2011). Executive Function…What is this anyway? Retrieved from: http://www.chrisdendy.com/executive.htm

Lezak, M. (1995). Neuropsychological Assessment. New York: Oxford University Press.

Lichter, D. & Geffrey L. (2001). Frontal-subcortical circuits in psychiatric and neurological disorders. New York: The Guilford Press.

Nathan, J. et al, (2001). “The role of tests of frontal executive function in the detection of mild dementia”. International Journal of Geriatric Psychiatry. 16, 18–26.

Wecker, N. et al. (2000). Age effects on executive ability. Neuropsychology. 14(3), 409–414.

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Executive Function Deficit

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