Discover how a child’s existing organization strengths can provide valuable clinical information and help therapists create more effective executive function supports.

If you work with children, you've probably had this experience. You can see that executive function is influencing participation. A student may have difficulty getting started. Another may lose track of what they're doing halfway through a task. Someone else may have the skills to complete an activity in one setting but have much less access to those same skills when the environment, demands, or internal state changes. Recognizing that executive function is part of the pictur

The EFX™ Access Profiler™ is a new participation-focused executive function assessment and clinical reasoning system designed to help professionals better understand executive function access across real-world contexts, supports, regulation states, and participation demands. Beta testing opportunities are opening soon.

Some children can access executive function skills one day and not the next. Access to thinking skills for learning depends on sensory regulation, supportive environment, and interoceptive safety. When the child's roots, trunk, and ground can support the child's needs, the child's canopy grows and fruit can bloom.

A child can know exactly what to do… and still be unable to do it in that moment. They may know how to transition. They may understand expectations. They may have completed the same task yesterday. So why does it suddenly fall apart? This is where many adults become confused. From the outside, it may look like: avoidance defiance emotional outbursts inconsistent participation refusal shutting down difficulty transitioning “not trying” But what if the issue is not willingness?

When the Body Moves, the Brain Connects Have you ever noticed how some children think more clearly after recess or a movement break? That’s no coincidence. In The Executive Function Express Program , movement is the force that brings every other skill online. Before a child can plan, focus, or organize, their body must first feel grounded, regulated, and ready. I call this connection Move the Train, Build the Brain because the child is the train. Before higher-level thinkin