Empowering Minds, One Step at a Time

Executive functions are a set of cognitive skills that are crucial for controlling and managing our thoughts, behaviors, and emotions in a goal-directed way. These functions enable us to plan, focus, remember instructions, and manage multiple tasks simultaneously. In essence, they allow us to "manage" ourselves and make decisions in daily life. The main executive functions are:

1. Inhibitory Control (Self-Control)

• Definition: The ability to control impulses, resist distractions, and delay gratification.

• Example in Daily Life:

  • Resisting the urge to check your phone while working.

  • Sticking to a healthy eating plan despite temptations.

2. Working Memory

• Definition: The ability to hold and manipulate information in your mind over short periods.

• Example in Daily Life:

  • Remembering a phone number long enough to dial it.

  • Following multi-step instructions, like a recipe or directions.

3. Cognitive Flexibility

• Definition: The ability to adapt to changing circumstances or think about things from different perspectives.

• Example in Daily Life:

  • Switching tasks when unexpected events happen.

  • Adjusting plans when something goes wrong, like rerouting during a traffic jam.

4. Planning and Organization

• Definition: The ability to set goals, develop a plan to reach them, and manage time and resources effectively.

• Example in Daily Life:

  • Planning a week’s schedule, including work, social activities, and personal tasks.

  • Organizing household chores to balance them across the week.

5. Decision Making

• Definition: The ability to make choices, weigh options, and anticipate consequences.

• Example in Daily Life:

  • Deciding whether to invest in a new phone or save the money.

  • Choosing between different job offers based on your career goals.

1. Academic and Professional Success:

   • Good executive function skills help individuals organize tasks, meet deadlines, and stay focused on their goals. People with strong executive functions tend to perform better in both school and work settings because they can prioritize tasks, plan ahead, and avoid distractions.

2. Time Management:

   • Executive functions allow us to manage our time effectively. Whether it’s keeping track of appointments, deadlines, or just balancing work with personal time, these skills are essential for maintaining an organized and stress-free routine.

3. Social Relationships:

   • Self-control and cognitive flexibility are vital for maintaining healthy relationships. Being able to control impulses, understand other perspectives, and adapt to changing social dynamics all require executive function skills.

4. Health and Well-being:

   • Executive functions help us make decisions that affect our physical and mental health. For instance, making healthy lifestyle choices (like eating well, exercising, or managing stress) requires the ability to plan, make decisions, and resist short-term temptations for long-term benefits.

5. Problem Solving:

   • When faced with challenges or unexpected events, strong executive functions allow us to approach the situation logically, analyze it from different angles, and make flexible decisions that resolve the issue.

Individuals who struggle with executive functions might find it hard to stay organized, manage time, or make decisions efficiently. This can result in difficulties at work, school, or in social settings. Issues like procrastination, impulsive behaviors, or poor planning are common signs of weak executive functions.

Executive functions are essential for adapting to life’s complexities, and strengthening them can significantly improve how we handle tasks and challenges daily.

Navigating the NDIS funding system can be fluid but as of 25 July 2025, the following supports align with ADHD/ASD Consulting, Assessment, Executive Functioning Consulting/coaching. The NC2 Service Agreement needs to align with individual goals and supports.

NC2 Invoice Description: Self-Regulation & Social Skills Support

Capacity Building – Improved Daily Living

Support Category: Capacity Building Supports Support Purpose: Improved Daily Living NDIS Support Item Number: 15_056_0128_1_3 Support Line Item Title: Training for Carers/Parents (also suitable for 1:1 self-regulation/social skill building if goal-aligned) Description for Invoice:

Facilitated support to build capacity in self-regulation and social interaction, tailored for neurodivergent participants. Includes structured coaching using evidence-informed tools to strengthen conversation skills, emotional regulation, digital etiquette, and social confidence within familiar online environments.

OR (alternative item, if more appropriate for participants 12+):

NDIS Support Item Number: 15_038_0117_1_3 Support Line Item Title: Development of Daily Living and Life Skills

Core Supports – Assistance with Social & Community Participation (if applicable)

Support Category: Core Support Purpose: Social & Community Participation NDIS Support Item Number: 04_104_0125_6_1 Support Line Item Title: Group and Centre Based Activities – Self-Managed (or individual, if applicable)

Description for Invoice: EG. NC2 Online Social Skills Program

Peer-based online mentoring to promote confidence, independence, and community connection. Support focused on developing safe social communication, emotional resilience, and life balance for autistic/ADHD participants with strong digital interests.

Recognizing Autism in Girls

In the article How to Recognise Autism in Girls, Attwood and Garnett discuss how autism can present differently in females. They highlight signs such as:LinkedIn+10Attwood & Garnett Events+10Attwood & Garnett Events+10

• Lower information processing speed for social and emotional information

• Avoidance of answering questions in class or speaking in groups

• Tendency to "hide" in groups, appearing on the periphery

• Internal struggles with social confusion, sensory issues, and executive functioning problemsAttwood & Garnett Events+1Wikipedia+1

These subtle signs often lead to underdiagnosis or misdiagnosis in girls.Mamamia+3Attwood & Garnett Events+3ADHD Mums Podcast — Jane McFadden+3

Autism and ADHD Co-occurrence

The article Autistic Children and Adolescents who have ADHD explores the prevalence and impact of co-occurring autism and ADHD. Key points include:LinkedIn+9Attwood & Garnett Events+9Attwood & Garnett Events+9

• Autism and ADHD often co-occur, with research indicating co-occurrence rates ranging from 30% to 70%

• The combination can lead to unique challenges in behavior and learning

• Understanding both conditions is crucial for effective support and interventionAttwood & Garnett Events+2Sen Magazine+2Qanc+2

Yes, there is a well-documented link between adult ADHD and trauma. Research shows that individuals with ADHD are more likely to have experienced early-life trauma, and those with trauma histories may be more likely to display ADHD-like symptoms. Trauma can affect brain development in ways that overlap with executive functioning challenges seen in ADHD—such as difficulty with attention, emotional regulation, and impulse control. In adults, unresolved trauma can exacerbate ADHD symptoms or complicate diagnosis, sometimes leading to misdiagnosis or under-recognition. While ADHD and trauma are distinct conditions, they can interact and amplify each other, highlighting the importance of a trauma-informed approach to assessment and support.

Yes, there is a growing body of research highlighting a link between ADHD, menopause, and executive functioning. During menopause, fluctuating and declining estrogen levels can impact brain areas responsible for focus, memory, and emotional regulation—many of the same executive function skills that are already affected in people with ADHD. For women with pre-existing ADHD, menopause can intensify symptoms, while others may notice executive function challenges for the first time. These overlapping factors can contribute to increased forgetfulness, overwhelm, and difficulty with planning or task initiation. Understanding this connection can help guide more effective support and strategies.

Yes, PTSD (Post-Traumatic Stress Disorder) can resemble ADHD, especially in how it affects attention, emotional regulation, memory, and impulse control. Both conditions can include:

• Difficulty focusing or staying on task

• Trouble with working memory

• Restlessness or agitation

• Irritability or emotional outbursts

• Sleep disturbances

• Impulsivity or poor decision-making under stress

However, the root causes differ. ADHD is a neurodevelopmental condition typically present from childhood, while PTSD is a trauma response that develops after exposure to a traumatic event. In some adults, especially those with childhood trauma, PTSD may mimic ADHD symptoms—making accurate diagnosis complex.

Clinicians must assess the developmental history, symptom patterns, and trauma exposure to distinguish the two or identify if both are present. A trauma-informed, neurodivergent-aware approach is key for effective support.