# Solving Executive Function Challenges

## Simple Ways to Get Kids with Autism Unstuck and on Target

by Lauren Kenworthy, Ph.D., Laura Gutermuth Anthony, Ph.D., Katie C. Alexander, M.S., OTR, Monica Adler Werner, M.A., Lynn M. Cannon, M.Ed., and Lisa Greenman, J.D.

### Contents

- About the Reproducible Materials ... ix  
- About the Authors ... xi  
- Foreword *Brenda Smith Myles ... xv*  
- Acknowledgments ... xvii  
- Introduction and How to Use This Manual ... 1  
- For Whom Is This Book Written? ... 2  
- How to Use This Manual ... 2  
- Making Unstuck and On Target! a Way of Life ... 4

### 1 What Is Executive Function, How Is It Impaired in Autism Spectrum Disorder, and Two Ways to Help ... 5  
- What Is Executive Function? ... 5  
- How Is Executive Function Impaired in Autism Spectrum Disorder? ... 6  
- Two Ways to Help: Change the Environment and Teach New Skills ... 13

### 2 Overview of the Unstuck and on Target! Intervention ... 17  
- Three Executive Function Skills ... 17  
- How Do You Make It Happen? Four Teaching Methods ... 18

### 3 Unstuck: Teaching a Child to Be Flexible ... 25  
- What Is Cognitive Flexibility, and Why Is Being Flexible Important? ... 25  
- What Are the Key Words and Scripts or Phrases? ... 26  
- Teach by Doing: How to Model Being Flexible/Unstuck ... 33  
- How to Make It Fun ... 38  
- Key Visual and Technological Supports ... 40

### 4 On Target: Planning to Achieve Your Goals ... 43  
- What Are Goal Setting and Planning, and Why Are They Important? ... 43  
- What Are the Key Words and Scripts or Phrases? ... 44  
- Teach by Doing: How to Model Goal, Plan, Do, Check ... 47  
- How to Make It Fun ... 55  
- Key Visual and Technological Supports ... 55

### 5 Target Goal ... 61  
- What Is a Target Goal, and Why Is It Important? ... 61  
- What Are the Key Words and Scripts or Phrases? ... 63  
- Teach by Doing: How to Model Staying on Target ... 65  
- How to Make It Fun ... 67  
- Key Visual and Technological Supports ... 69

### 6 Troubleshooting: Changing the Environment to Solve Everyday Problems ... 77  
- Why Keep It Positive ... 77  
- How to Keep It Positive ... 78  
- Why Avoid Overload? ... 87  
- How to Avoid Overload ... 88  
- Why Break Things Down? ... 93  
- How to Break Things Down and Help a Child Build up to Mastering New Skills ... 97  
- Why Talk Less, Write More? ... 99  
- How to Talk Less, Write More ... 100  
- Why Should I Take Care of Myself? ... 103  
- How to Take Care of Yourself ... 104  
- Why Have Coping Strategies Ready? ... 107  
- How to Have Coping Strategies Ready ... 107  
- Why Think "Can’t, Not Won’t"? ... 114  
- How to Think "Can’t, Not Won’t" ... 114  
- Why Make Technology My Ally? ... 121  
- How to Make Technology Your Ally ... 123

### Endnotes ... 129  
- Appendix A: Sample Goal, Plan, Do, Checks ... 131  
- Appendix B: Sample Individualized Education Program Goals and Accommodations that Address Executive Dysfunction ... 149  
- Index ... 157

### About the Authors

#### Lauren Kenworthy, Ph.D.

Director of the Center for Autism Spectrum Disorders at Children’s National Medical Center. Specializes in neuropsychological assessment of children with social learning disorders and executive dysfunction.

#### Laura Gutermuth Anthony, Ph.D.

Clinical and developmental psychologist, associate director of the Center for Autism Spectrum Disorders at Children's National Medical Center.

#### Katie C. Alexander, M.S., OTR

Occupational therapist and founding program director for the Model Asperger Program (MAP) at The Ivymount School.

#### Monica Adler Werner, M.A.

Director of the Model Asperger Program (MAP) at The Ivymount School, focusing on social learning curriculum.

#### Lynn M. Cannon, M.Ed.

Social learning coordinator at The Ivymount School, overseeing social learning and academic curriculum.

#### Lisa Greenman, J.D.

Attorney specializing in developmental disability issues, involved with educational programs for children with autism spectrum disorder.

### Target Goal

In this chapter, you will learn how to set priorities, identify distractors, and monitor progress. The balance between working toward a goal and giving in to whims is a difficult one, as we all like to have fun in the moment. The skills in this chapter will help those with ASD make conscious choices about when to work toward a goal and when to just have fun.

#### What Is a Target Goal, and Why Is It Important?

A target goal is something that you want or need to do that is more important than anything else you may want to do at the same time. Children with ASD often struggle to determine what is most important. Explicit instruction and support are needed to distinguish target goals from smaller, more immediate goals.

### Tip: Distinguishing Between Target Goals and Whims

**Target Goal:** Setting and working toward overarching goals that may take time to achieve.  
**Whims:** Distractions that can interfere with reaching a target goal.

### Teaching Scripts

- "Are we on target?"  
- "What is your goal?"  
- "Is that a target goal or a whim?"  
- "Great job choosing your target goal to X."

### Teaching by Doing

Examples include modeling self-control and illustrating when a whim is getting in the way of a target.

This structured approach supports children with ASD in identifying and prioritizing their goals effectively.