Executive Functioning and Behavior

Understanding how gaps in executive functioning skills can appear as behavioral issues helps differentiate between skill deficits ('can't do') and willful noncompliance ('won't do').

Executive Functioning and Behavior

Understanding how gaps in executive functioning skills can appear as behavioral issues helps differentiate between skill deficits ('can't do') and willful noncompliance ('won't do').

The 'Can't vs. Won't' Distinction

Sometimes, behaviors that look like defiance are actually caused by underdeveloped executive functioning (EF) skills. This is often called the 'can't vs. won't' or 'skill vs. will' distinction. A student who consistently fails to turn in homework may look like they 'won't' do the work. However, the root cause could be a skill gap: they 'can't' keep track of due dates (working memory), 'can't' organize the materials (organization), or 'can't' get started on the assignment (task initiation).

Seeing behavior through this lens shifts the focus from assuming a student is choosing to misbehave to asking what skill they might be missing. For example, a student who has an outburst when asked to switch from a preferred activity to a non-preferred one might not be acting out intentionally. The behavior could be a sign of difficulty with flexible thinking and emotional control, both key EF skills. This perspective doesn't excuse the behavior, but it changes the potential solution from punishment alone to teaching the missing skill.

A Skills-Based Approach to Behavior

When a student's behavior impacts their learning or the learning of others, special education law provides a process for schools to understand and address it. Instead of focusing only on consequences, a skills-based approach attempts to identify the root cause of the behavior. The primary tool for this is the Functional Behavior Assessment (FBA).

An FBA is a problem-solving process that involves gathering information to determine the 'function' or purpose of a student's behavior. The team looks for patterns to understand what the student may be trying to get (like attention or a tangible item) or avoid (like a difficult task or social situation) through their actions. The FBA leads to a hypothesis about why the behavior occurs.

Based on this hypothesis, the IEP team may develop a Behavior Intervention Plan (BIP). A BIP is a formal plan that is part of the IEP. It includes strategies to teach the student new, more appropriate replacement skills that serve the same function as the problem behavior. It also includes ways to change the environment to prevent the behavior from happening and specifies how staff should respond.

Comparing Approaches: Skill-Building vs. Discipline

A traditional disciplinary approach and a skills-based approach address behavior differently. Schools may use a combination of both.

A purely disciplinary lens often sees behavior as a choice to break a rule. It assumes the student has the ability to behave correctly but is choosing not to. The solution is typically a consequence intended to stop the behavior, such as loss of privileges or detention. For example, if a student repeatedly interrupts the teacher, the consequence might be staying in for recess.

A skills-based, or function-based, lens sees the behavior as communication that the student may be lacking a necessary skill. The solution is to teach that skill directly. In the case of the interrupting student, an FBA might suggest the student is struggling with the EF skill of impulse control. A BIP might then include goals and strategies for teaching the student how to wait their turn to speak, such as using a visual cue or practicing self-monitoring. According to federal regulations, an FBA and BIP are required in certain serious disciplinary situations, such as when a behavior that violates the code of conduct is found to be a manifestation of the student's disability.

Behaviors That May Be Linked to EF Gaps

A wide range of common classroom behaviors can be connected to underlying EF challenges. While these behaviors can have many causes, an EF lens provides one possible explanation. Examples of behaviors that could, in some cases, be associated with EF skill gaps include:

• Difficulty starting work: May be related to challenges with task initiation. • A messy desk or backpack: May be related to challenges with organization. • Forgetting homework or materials: May be related to challenges with working memory and planning. • Strong emotional reactions to small problems: May be related to challenges with emotional control and flexible thinking. • Blurting out answers or interrupting: May be related to challenges with impulse control. • Giving up easily on multi-step projects: May be related to challenges with sustained attention, planning, and sequencing.

Observing a pattern of these behaviors over time may lead an IEP team to investigate whether an underlying skill deficit is a contributing factor. The specifics of any individual student's situation are unique and are determined by the IEP team.

How to Know It's Working

When skill-building interventions are effective, observable changes may include the student beginning to complete tasks more independently, following multi-step instructions with less assistance, and experiencing fewer behavioral incidents related to task completion or transitions.

Progress monitoring through data collection is a standard part of evaluating whether interventions are having the intended effect. IEP teams typically review this data at regular intervals to determine if adjustments to the approach are warranted. The specific indicators of progress depend on the individual goals established in a student's IEP or BIP.

When This Lens May Not Apply

If a behavior is not linked to an EF skill gap, this framework may not be the most useful lens for understanding it. Behaviors can be rooted in other challenges, such as emotional disturbances, trauma, environmental factors, or other disabilities. In such cases, different strategies and interventions may be more appropriate.

Determining the root cause of a student's behavior is case-specific and requires professional assessment. An IEP team, which may include school psychologists, behavior specialists, and other professionals, works through this analysis. Parents seeking guidance on their specific child's situation may benefit from consulting with an educational advocate or attorney.

Questions to Ask the Team

How does the team determine whether a behavior is related to a skill deficit versus a deliberate choice?
What assessments have been conducted to understand this student's executive functioning needs?
Can you explain how a Functional Behavior Assessment (FBA) works in this district?
What strategies are currently in place that focus on skill-building rather than discipline alone?
How is data collected and used to monitor progress on behavior goals?

Research Basis

The practice of using a Functional Behavior Assessment (FBA) to understand behavior and develop a Behavior Intervention Plan (BIP) is supported by decades of research and is considered an evidence-based practice. The Individuals with Disabilities Education Act (IDEA) explicitly includes FBA and behavioral interventions as part of the requirements for developing IEPs and addressing behavior, particularly in certain disciplinary situations.

Research indicates that addressing EF skill deficits through targeted interventions can lead to improvements in behavior and academic performance. Organizations funded by the U.S. Department of Education, such as the IRIS Center at Vanderbilt University and the National Center on Intensive Intervention, provide extensive resources and training on implementing function-based approaches effectively.

Where this comes from

SENTINEL·IEP gives you knowledge, structure, and a companion in the room. It is not a law firm, and not a substitute for advice about your own child. For that, a special education attorney or your state's Parent Training and Information Center is the right call — and we'll always point you there when it matters.

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