Student Checklist | Scrappy Teachers

Middle & High School Student
Executive Function Checklist

INSTRUCTIONS: Think about a specific student as you read through the Checklist. Consider which phrases describe a significant struggle for that student. (We all tap our fingers from time to time, but that does not represent a problem most of the time.) Check a box if the phrase describes a choice or behaviour that is a genuine obstacle for the student.

Inhibition

Hurries to complete work just to “be done”

Asks to the bathroom multiple times in a period

Has a hard time staying off phone

Stands up in the middle of instruction (or a video)

Blurts out ideas at the wrong time

Makes inappropriate comments

Tap fingers or moves leg

Talks during instruction or work time

Does not stay in the assigned seat

Working Memory

May forget the steps of a task

Does not bring materials (e.g., binder, pencil, text) to class

Leaves personal belongings or materials in classroom

Forgets to turn in assignments

Does not follow instructions

Does not know deadlines

Needs regular reminders of key concepts from lesson

Shift

Is often late to class

Will not stop working on assignment until it is complete

Has trouble thinking of different approaches to a problem (e.g., my way or the highway)

Bothered by unexpected changes (e.g., having a substitute teacher, change in the agenda)

Has a hard time forgiving and forgetting

Is concerned with small details and misses the big picture (e.g., worried about word count)

Has a difficult time being creative

Emotional Control

Irritated when work is too challenging or when asked to redo an assignment (asks “why am I doing this?”)

Becomes emotional when assignment is confusing

Escapes to the bathroom because of student drama

Acts without thinking of the consequence

Considered by peers to be moody

Overreacts emotionally (e.g., gets very angry, cries during test)

Gets upset quickly or easily over little things (e.g., fights with others)

Monitor (Self & Task)

Does not notice when others stop listening

Does not realize when others are getting upset

Overestimates or underestimates their status in the class

Makes careless errors in assignments

Has difficulty completing tasks

Takes bathroom breaks longer than necessary

Does not recognize when being off task

Initiation

Asks to do the work at home

Does not seem very excited or passionate about interests

Is slow to get things started

Comes up with excuses for procrastinating

Refuses to work in class

Easily distracted during the early stages of a task

Feels defeated about tasks

Does not effectively prioritize tasks (e.g., wants to complete a late assignment before finishing the current assignment)

How many checks represent a concern? There is no specific quantity of checks that represent a concern. To identify what supports to prioritize, consider how much of a problem is caused by each item.

ANALYSIS: Executive functions are deeply interrelated so interpret these results thoughtfully. For example, “Does not study for tests” is an item listed under Organization (Materials and Planning) but it might just as well be listed under Inhibition. After all, there are many reasons why a student does not study for tests. One student might not study because they cannot put down the phone. Another student does not study because they do not have a reliable system to manage their notes and homework. Those students have different executive function profiles and need different types of support.

The Checklist was designed as a tool for helping students. It is a work-in-progress.

If you have questions or suggestions for additional examples, please email them to jeffrey.maccormack@uleth.ca.

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Middle & High School Student Executive Function Checklist

Middle & High School Student
Executive Function Checklist