Classroom Executive Function Guidance Framework

A classroom implementation framework for executive function support

Issued by the National Board of Executive Function Certification (NBEFC)

Instructions: Think about the student or students you are observing. Rate how often each statement applies.

This takes about 5 minutes. You will receive specific techniques based on your responses.

0
Never

1
Rarely

2
Sometimes

3
Often

4
Almost Always

Getting Started

This student knows what to do but has difficulty beginning tasks.

This student needs repeated reminders or prompts to start work.

This student delays starting even when materials are ready and instructions are clear.

Staying Focused

This student loses track of what they were doing during independent work.

This student is easily distracted by things in the environment or their own thoughts.

This student has difficulty following multi-step directions without reminders.

Managing Time

This student underestimates how long tasks will take.

This student has difficulty pacing work during timed activities.

This student struggles to break larger assignments into smaller steps.

Thinking Before Acting

This student acts or speaks before thinking through consequences.

This student has difficulty waiting their turn or raises hand but blurts out anyway.

This student makes quick choices that cause problems (grabbing materials, leaving seat, interrupting).

Managing Emotions

This student becomes upset and has difficulty recovering to continue working.

This student's emotional reactions interfere with completing work.

This student shuts down or withdraws when frustrated or overwhelmed.

Finishing and Shifting

This student starts tasks but does not complete them.

This student has difficulty transitioning between activities.

This student struggles to know when work is "done" or good enough.

Remembering and Keeping Track

This student forgets instructions shortly after receiving them.

This student loses track of what they were doing mid-task.

This student needs information repeated frequently.

Adapting and Shifting Thinking

This student gets stuck on one approach even when it is not working.

This student becomes distressed when routines or plans change.

This student has difficulty shifting between tasks or activities.

Recommended Techniques

This framework is provided at no cost for individual classroom instructional use. Use beyond individual classroom application, including redistribution, modification, commercial use, or training purposes, requires prior written authorization from the National Board of Executive Function Certification.

Issued by the National Board of Executive Function Certification (NBEFC).
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