With executive functions one of the things that can be hard to manage is homework. Homework typically falls into two categories. Short Term assignments and Long Term assignments. Both require planning and organization to manage — but typically long term assignments for those who struggle with executive functions turn into a long term procrastination.

Short Term Assignments

Short term assignments are typically homework pieces that are due the next day or so and have minimal steps for completion. For example; doing a page in a math book, reading pages in the class novel, writing out spelling words or answering some comprehension questions. Pending the age level of your kid they are manageable pieces that can be done pretty independently and are “one and done” assignments. Meaning you only have one step to do and it is complete. The other type of assignment that children can get are Long Term assignments.

Long Term Assignments

Long term assignments are those that are not due for a more extended period of time and may have multiple steps for them. In grade school it could be an upcoming Science Fair in which research, facts, poster boards, note cards, etc all have to made up over the course of 3-4 weeks. In high school or college it can be a longer essay, a capstone presentation or final. Regardless of the assignment and age, they can be more difficult to manage if you are not explicitly taught how.

Terms

Schools and teachers will usually throw around some key phrases of accommodations to help student manage these long term assignments like scaffold or chunking or concrete deadlines. In theory they are great, but what do they mean?

Breaking It Down

When you want to break down/chunk/scaffold a long term assignment you need to make it into more manageable pieces. This means smaller steps that when all put together would equate to the final project.

For example:

Michael was assigned a long term project in which he is to read a book and write a report about the progression of the main character throughout the story. Michael is given the project on March 1st and is given a final deadline of March 30th. If Michael struggles with any of the following: planning, organization, initiation, completion, stamina, time management …. (executive functions) he might wait until March 29th the read an entire book and write a paper on it. How do we help Michael break it down so that he does not break down?

Step 1:

Part 1: Create a timeline of deadlines: 

By March 8th the book will be read.

By March 11th I will write an introduction

By March 15th I will write and revise 2 body paragraphs.

By March 19th I will write and revise 2 more body paragraphs.

By March 23rd I will write and revise a conclusion.

By March 25th I will edit and revise.

By March 30th I will submit my completed assignment.

Part 2: Within these mini deadlines you would define what each piece looks like:

By March 8th the book will be read: 

March 1 – Chapter 1

March 2 -Chapter 2

March 3 – Chapter 3

March 4 – Buffer Day  (I always include a buffer day – life happens and knowing that you have a buffer included helps to reduce anxiety)

March 5 – Chapter 4

March 6 – Chapter 5

March 7 – Chapter 6

March 8 – Chapter 7

By March 11th I will write an introduction

March 9 – Complete a graphic organizer of information to include in intro

March 10 – Write introduction

March 11 – Revise Intro and create the transition to the body paragraph

By March 15th I will write and revise 2 body paragraphs. 

March 12 – Write body paragraph 1

March 13 – Revise body paragraph 1

March 14 – Write body paragraph 2

March 15 – Revise body paragraph 2

By March 19th I will write and revise 2 more body paragraphs.

March 16 – Write body paragraph 3

March 17 – Revise body paragraph 3

March 18 – Write body paragraph 4

March 19 – Revise body paragraph 4

By March 23rd I will write and revise a conclusion. 

March 20- Write conclusion

March 21- Revise Conclusion

March 22 and 23 – Buffers

By March 25th I will edit and revise. 

March 24 – Revision 1

March 24 – Revision 2

By March 30th I will submit my completed assignment. 

We can either SUBMIT EARLY (wait, what?!) OR get FEEDBACK from the teacher OR hang on to the finished product until the prescribed deadline of March 30th.

By breaking down the entire task in such a structured manner it allows to make the pieces seem more manageable and work on it little by little. What I find happens in schools often is that the teachers are providing the mini deadlines –  like in part 1 – but not breaking down further – like in part 2 – what needs to happen as the mini-steps within those mini deadlines. ALL OF THIS NEEDS TO BE EXPLICITLY TAUGHT! Children were not born with an innate understanding of  these accommodations and if not explicitly taught then they are as good as the paper they are written on. In my shop I have a project planner worksheet (and other executive functioning worksheets) available for instant download that you can use and reuse!

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