Podcasts about Executive functions

In this episode of the Dyslexia Explored Podcast, hosts Darius Namdaran and Jo Lee speak with dyslexia specialist tutor and consultant Glynda Cullen about a parent's long journey raising two daughters with dyslexia and ADHD, including the guilt and emotional impact of late diagnoses. Glynda shares early signs in nursery and primary school, her daughter's growing anxiety and emotionally based school avoidance, and how limited teacher training and systemic pressures affected support, with accommodations only appearing at GCSEs. The conversation explores current SEND changes in England, inclusion expectations, and how tools like ivvi Notes can scaffold executive function in classrooms. Glynda describes her daughter's path after school, finding confidence and “her tribe” through training protection dogs and building a dog training business, highlighting the importance of cultivating strengths beyond academics.This podcast is sponsored by ivvi. Visual Notes for Visual Thinkers.Get ivvi notes now: https://www.ivvi.app/Links: ivvi: https://www.ivvi.app/ what is dyslexia: https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia/what-is-dyslexiaGlynda's Tiktok: https://www.tiktok.com/@glynda1270  Website: www.guidingstardyslexia.co.uk Tutor: www.SENsationalTutors.co.ukDo you want to pilot ivvi at your school?: https://www.ivvi.app/pilot-waiting-list Jennie Guise- DARA: https://dysguise.com/dara/ Executive Function podcast: https://podcasts.apple.com/gb/podcast/executive-function-brain-trainer-podcast/id1588400094 What is Executive Function: https://goodsensorylearning.com/blogs/news/tagged/executive-functioningWhat is Working Memory: https://goodsensorylearning.com/blogs/news/tagged/working-memory BETT Show: https://www.bettshow.com/ British Dyslexia Association: https://www.bdadyslexia.org.ukInterested in being a guest? Email us at jo@ivvi.app

Hi Parents! Why do some teens stay focused and push through challenges while others seem completely unmotivated? In this episode, I sit down with executive functioning coach, teacher, and championship-winning athletic coach Tom Mandile to explore what is really going on when teens struggle with motivation, focus, and follow-through. With more than 20 years of experience working with students, athletes, and families, Tom shares how the same mental systems that help athletes perform under pressure can also help teens succeed in school, relationships, and everyday life. We talk about why what looks like a motivation problem is often actually a systems problem, and how developing executive functioning skills like time management, impulse control, and goal alignment can dramatically improve a teen's ability to stay focused and build confidence. In this conversation, you'll learn why structure often works better than willpower, how parents can support teens after setbacks, and simple strategies families can use to help teens build resilience, discipline, and independence. If you've ever wondered how to motivate your teen or help them stay focused when life feels overwhelming, this episode offers practical insights and tools you can start using right away.

Why do kids struggle so much with time management — and why does it often turn into stress, meltdowns, and constant reminders for moms?In this episode, Lori sits down with Mindy Hudon, a speech-language pathologist with more than 30 years of experience helping children with communication and executive function challenges. Mindy is the co-owner of Achieve Speech & Language Services, the creator of the Bee A Time Keeper® clock, and the award-winning author of Kodi's Adventures: How I Learned to Defeat the Time Snatcher.Together, they discuss: Why many children are “time blind”  How executive function impacts planning, transitions, and routines  Why kids may not actually be ignoring you  How visual tools can reduce anxiety and help children self-manage  The connection between ADHD and time management struggles  Practical ways moms can teach kids independence without constant nagging  Simple strategies to make mornings, transitions, and routines easier If you've ever felt frustrated trying to get everyone out the door on time, this episode will help you better understand what's really happening — and give you practical tools you can start using right away.

In the latest episode of Executive Function, Brett sits down with Graham Moreno, Head of GTM at Parallel Web Systems. Before Parallel, Graham scaled Windsurf's GTM organization from three sellers to seventy-five in under a year, served as President through the Cognition acquisition, and earlier built and led enterprise sales teams at Grafana Labs and MongoDB. In this conversation, he unpacks why the AI-era backlash against structured enterprise sales misreads the data, how to design a process that raises the floor for ordinary reps without capping the ceiling for stars, and why selling to AI-native customers compresses an eight-week cycle into five business days. In today's episode, we discuss: Why in-person enterprise rollouts still beat product-led motions Building a robust sales process that still leaves room for unscripted moments Why the three highest-leverage early sales hires aren't sellers at all The case for outsized commission accelerators for star sellers — and the kind of person they attract Why most AI companies are skipping the in-person sales work that enterprise customers actually want References: Ahead: https://www.ahead.com Amazon: https://www.amazon.com Anthropic: https://www.anthropic.com Attio: https://www.attio.com Augment Code: https://www.augmentcode.com/ Cognition: https://cognition.ai Cursor: https://cursor.com Dani McCabe: https://www.linkedin.com/in/danielle-mccabe/ Datadog: https://www.datadoghq.com GitHub Copilot: https://github.com/features/copilot HubSpot: https://www.hubspot.com Jeremy Powers: https://www.linkedin.com/in/jeremypowers/ JPMorgan: https://www.jpmorgan.com Matt McClernan: https://www.linkedin.com/in/mattmcclernan/ MongoDB: https://www.mongodb.com Nicole Rettinger: https://www.linkedin.com/in/nicole-rettinger-23b20465/ Notion: https://www.notion.com OpenAI: https://openai.com Parag Agrawal: https://www.linkedin.com/in/paragagr/ Parallel: https://parallel.ai Snowflake: https://www.snowflake.com University of Chicago: https://www.uchicago.edu Windsurf: https://windsurf.com Where to find Graham: LinkedIn: https://www.linkedin.com/in/grahammoreno/ Where to find Brett: LinkedIn: https://www.linkedin.com/in/brett-berson-9986094/ Twitter/X: https://twitter.com/brettberson Where to find First Round Capital: Website: https://firstround.com/ First Round Review: https://review.firstround.com/ Twitter/X: https://twitter.com/firstround YouTube: https://www.youtube.com/@FirstRoundCapital This podcast on all platforms: https://review.firstround.com/podcast Timestamps: 00:00 Introduction 00:32 Has the sales playbook changed in the AI era? 02:13 Why "showing up" beats letting the marketplace decide 06:50 Why great salespeople sell to engineers and executives in one motion 11:37 Selling to AI-native buyers who grew up on ChatGPT 13:49 Same seller, different tempo: 8 weeks vs. 8 business days 15:57 How AI-native buyers handle build vs. buy decisions 17:48 The rep who taught a champion's son guitar over Zoom 19:03 Raising the floor without capping the ceiling 22:09 Why too much process narrows the kind of seller you attract 25:46 The three pillars of GTM excellence 31:00 Building peers who are 80% aligned, not 100% 38:03 Whether AI is changing what good enablement looks like 41:35 Selling against direct and implied competitors at once 42:45 Instrumenting the funnel from stage zero to close 45:57 Why post-sales should always roll up to the revenue leader 48:19 The case for outsized commissions 52:02 The 96 hours of panic before Cognition acquired Windsurf 53:04 How far out should a GTM leader be planning? 57:53 What a normal week looks like in hypergrowth

This week, we're diving into a challenge many homeschooling families face—especially those parenting gifted, twice-exceptional, or otherwise neurodivergent kids: boredom. If you've ever heard, "I'm bored!" and wondered how to respond, this episode is packed with actionable insights to help you beat boredom without resorting to endless busy work. Key Takeaways Novelty doesn't require elaborate setups. Simple tweaks—like changing writing tools, switching locations, or adding a movement element—can wake up the brain. Choice and autonomy matter. Let your child decide between two options or how they'll demonstrate what they've learned. Find the "just right" challenge. Work that's too easy leads to boredom; too hard brings overwhelm. Learn how to dial up (or down) the challenge for each unique learner.   Links and Resources from Today's Episode Thank you to our sponsors: CTC Math – Flexible, affordable math for the whole family! The Learner's Lab – Online community for families homeschooling outside-the-box learners! The Lab: An Online Community for Families Homeschooling Neurodivergent Kiddos The Homeschool Advantage: A Child-Focused Approach to Raising Lifelong Learners Raising Resilient Sons: A Boy Mom's Guide to Building a Strong, Confident, and Emotionally Intelligent Family The Anxiety Toolkit Sensory Strategy Toolkit | Quick Regulation Activities for Home Affirmation Cards for Anxious Kids Executive Function Struggles in Homeschooling: Why Smart Kids Can't Find Their Shoes (and What to Do About It) How Adventuring Together Grows Confidence, Curiosity, and Executive Function Understanding Executive Function Skills in Gifted and Twice-Exceptional Children Strengthening Executive Function Skills: A Conversation with Sarah Collins Strengthen Executive Function Skills The Best Books for Teaching About Executive Functions Skills 7 Executive Functioning Activities for Small Children RLL #84: Exploring Education and Executive Function with Seth PerlerThe Unmeasured Executive Functioning Issue RLL 20: Helping Your Kiddo with Executive Function Skills Struggles | A Listener Question RLL LIVE | Improving Executive Functions Helping Kids Who Resist: Low-Demand Homeschooling for Autonomy and Skill-Building Why Is Finishing So Hard? Helping Neurodivergent Kids Cross the Finish Line Why Typical Organization Systems Fail Neurodivergent Homeschoolers and What Works Instead  

Connect:Organized Binder Website Mitch's LinkedinMitch's EmailSarah's WebsiteSarah's LinkedInResources from Today's ShowHow to buy US Book Purchases: Book 1: Executive Functions for Every Classroom, Grades 3-12: Creating Safe and Predictable Learning EnvironmentsBook 2: Executive Functions for Every K-3 Classroom: Promoting Self-Regulation for a Strong StartOutside of the US Book Purchases: Book 1: Executive Functions for Every Classroom, Grades 3-12: Creating Safe and Predictable Learning EnvironmentsBook 2: Executive Functions for Every K-3 Classroom: Promoting Self-Regulation for a Strong Start

Fin is joined by Organized Binder creator Mitch Weathers and first grade teacher Sarah Oberle to discuss their new book - Executive Functions for Every K-3 Classroom. To order their book, visit:Executive Functions for Every K-3 Classroom: Promoting Self-Regulation for a Strong Start: https://uk.sagepub.com/en-gb/eur/executive-functions-for-every-k-3-classroom/book298245https://amzn.to/3PyGtcASocial media:* Facebook page: https://www.facebook.com/impactwales123* Private Facebook group: https://www.facebook.com/groups/1099646660713906/* Bluesky: @impactwales.bsky.social* Instagram: https://www.instagram.com/impactwales/Contact:Email: enquiries@impact.wales Tel: 029 2167 9140BOOKSPRE-ORDER FIN'S NEW BOOK:The Illustrated Pocket Guide to Teaching & Learning: https://amzn.to/3P9yJObThe Illustrated Guide to Pedagogy:https://amzn.to/4lsupnbClosing the Disadvantage Gap:https://www.amazon.co.uk/gp/aw/d/1032824107/Power Up Your Pedagogy:https://www.amazon.co.uk/Power-Up-Your-Pedagogy-Illustrated/dp/1398388068Subscribe to ImpactPlus today:www.impact.wales/impactplusPRODUCTIONHost: Finola WilsonProducer: Darren EvansVisit us at: www.impact.walesMusic: Power Shutoff by Craig MacArthur

In this episode, we dive deeper into the topic of motivating our kids, especially when traditional schoolwork leads to resistance or meltdowns. Building on last week's discussion about motivation versus executive dysfunction, this week's episode explores the power of project-based and interest-led learning—especially for neurodivergent kids. From transforming a love of Minecraft or Pokémon into meaningful educational experiences, to finding the right balance between leveraging special interests and avoiding burnout, we unpack practical strategies to engage children in their education. Find out why interests are often the doorway to deep learning, discover the four-step project pathway framework, and gain confidence to embrace creative, child-focused educational approaches—while addressing common parental concerns about gaps, screens, and specialization. Whether you're homeschooling or simply looking to inspire lifelong learning in your child, this episode is packed with encouragement and actionable tips to help every learner thrive. Key Takeaways Harness Special Interests: Use your child's passions—like Minecraft, Pokémon, or theater—as the starting point for deeper learning and engagement. Build Sideways, Not Away: Expand on what excites your child by connecting related skills and subjects, rather than forcing a hard turn to traditional academics. Project Power: Anchor learning in real-life projects, from creating Minecraft cities to designing bug field guides, making skills and knowledge truly stick. Honor Depth and Autonomy: Let your child dive deep into what they love and give them a say in how they learn; this fosters motivation, connection, and persistence. Gaps Are OK: Every learning path has gaps—focus on teaching kids how to find answers, build confidence, and adapt to an ever-changing world. Links and Resources from Today's Episode Thank you to our sponsors: CTC Math – Flexible, affordable math for the whole family! The Learner's Lab – Online community for families homeschooling outside-the-box learners! The Lab: An Online Community for Families Homeschooling Neurodivergent Kiddos The Homeschool Advantage: A Child-Focused Approach to Raising Lifelong Learners Raising Resilient Sons: A Boy Mom's Guide to Building a Strong, Confident, and Emotionally Intelligent Family The Anxiety Toolkit Sensory Strategy Toolkit | Quick Regulation Activities for Home Affirmation Cards for Anxious Kids Executive Function Struggles in Homeschooling: Why Smart Kids Can't Find Their Shoes (and What to Do About It) How Adventuring Together Grows Confidence, Curiosity, and Executive Function Understanding Executive Function Skills in Gifted and Twice-Exceptional Children Strengthening Executive Function Skills: A Conversation with Sarah Collins Strengthen Executive Function Skills The Best Books for Teaching About Executive Functions Skills 7 Executive Functioning Activities for Small Children RLL #84: Exploring Education and Executive Function with Seth PerlerThe Unmeasured Executive Functioning Issue RLL 20: Helping Your Kiddo with Executive Function Skills Struggles | A Listener Question RLL LIVE | Improving Executive Functions Helping Kids Who Resist: Low-Demand Homeschooling for Autonomy and Skill-Building Why Is Finishing So Hard? Helping Neurodivergent Kids Cross the Finish LineWhy Typical Organization Systems Fail Neurodivergent Homeschoolers and What Works Instead  

In this latest episode of Executive Function, Brett sits down with Praveer Melwani, CFO at Figma. Praveer joined Figma in 2017 as the company's first business operations and finance hire—when the team was around 30 people and not yet charging for the product—and stepped into the CFO seat in 2022, helping to lead the company's IPO in 2025. In today's conversation, Praveer breaks down the step functions that took him from IC to CFO, why Figma started acting like a public company three years before IPO, and how AI is rewriting capital allocation and the CFO job itself. In today's episode, we discuss: What separates a world-class finance leader from a traffic-cop CFO How Praveer went from Figma's first biz ops hire to CFO of a public company in nine years Why Figma started acting like a public company three years before its IPO What Praveer has learned working alongside Dylan Field for nine years Why Figma intentionally cut its 90% gross margin to invest in AI References: Adobe: https://www.adobe.com Brendan Mulligan: https://www.linkedin.com/in/brendanmulligan Cloudflare: https://www.cloudflare.com Dropbox: https://www.dropbox.com Dylan Field: https://www.linkedin.com/in/dylanfield/ Fidelity: https://www.fidelity.com Figma: https://www.figma.com GIC: https://www.gic.com.sg NerdWallet: https://www.nerdwallet.com Shaunt Voskanian: https://www.linkedin.com/in/shauntvoskanian/ Where to find Praveer: LinkedIn: https://www.linkedin.com/in/praveer-melwani Where to find Brett: LinkedIn: https://www.linkedin.com/in/brett-berson-9986094/ Twitter/X: https://twitter.com/brettberson Where to find First Round Capital: Website: https://firstround.com/ First Round Review: https://review.firstround.com/ Twitter/X: https://twitter.com/firstround YouTube: https://www.youtube.com/@FirstRoundCapital This podcast on all platforms: https://review.firstround.com/podcast Timestamps: 00:00 Introduction 02:13 From banking to Dropbox to Figma 04:14 The phase shift when Figma's COO left 05:36 Hiring leaders in functions you don't understand 07:18 Selling the exec team on AI consumption pricing 09:48 Using Claude Code to learn new things as CFO 11:36 Building an internal board of peer CFOs 13:52 Inside Figma's CFO job description 16:38 What separates good CFOs from world-class CFOs 18:42 Capital allocation and risk in a post-ChatGPT world 21:45 Why Praveer wants to take more bets 24:32 How AI is materially changing the CFO role 25:36 The nine-year working relationship with Dylan Field 29:12 How deeply in the details should a CFO be? 31:47 What Dropbox taught Praveer about building strong teams 33:24 Praveer's first-principles test for hiring VPs 38:47 Why Figma acted like a public company in 2022

You cannot teach executive function by controlling a child harder. Executive function is not just about planners, homework, and getting organized. It is about self-awareness, self-regulation, and being able to take the next step toward a goal, even when something feels hard. In this episode, I talk with Sean McCormick, founder of Executive Function Specialists, about what actually helps kids build executive function skills. We unpack why avoidance is often a sign that something feels too hard, why motivation works better when it connects to a child's own goals, and why adults need to stop trying to control kids and start getting more curious about what is getting in the way. Sean shares practical ways to break big goals into doable steps, explains why support should be done with kids instead of for them, and makes a strong case for modeling executive function in our own lives too. Key Takeaways Executive function is bigger than school skills. It includes planning, organization, self-awareness, time awareness, inhibition, emotional regulation, and the ability to evaluate priorities and move toward a future goal. Emotional regulation is part of executive function. Kids cannot plan, prioritize, or get started well when they are overwhelmed and not aware of what they are feeling. Avoidance usually tells us something important. When a child keeps avoiding homework or a task, it often means the task feels too hard, too big, too unclear, or too emotionally loaded. Real growth happens at the point of performance. Executive function skills are built in the moment a child is facing the actual challenge, not only through lessons about skills in the abstract. Kids need the next right step, not the whole staircase. A big goal becomes more manageable when adults help break it down into a challenge that feels just doable enough. Motivation works better when it belongs to the child. Kids are more likely to engage when they can connect daily tasks to something they want for themselves, not just something adults want from them. Adults have to notice the nonverbal signs. Body language, shutdown, avoidance, and tone often tell us more than a child's words about when something feels too hard. Support works best when it is done with a child, not for them. Co-regulating, helping them get started, and gradually releasing responsibility builds skill without taking away agency. Failure is not the end of the process. Failure gives feedback. Natural consequences can help kids learn, especially when an adult helps them reflect and recover instead of shaming them. Adults need to model executive function too. Kids learn from how we manage our own energy, limits, priorities, and stress. Burned-out adults cannot effectively teach sustainable regulation. About Sean McCormick Sean McCormick is a former public school special education teacher and the founder of Executive Function Specialists, an online coaching company that supports students with ADHD and autism in building executive function skills. He also founded the Executive Function Coaching Academy to train educators and professionals in executive function coaching, and co-founded UpSkill Specialists to support neurodivergent adults. Sean is passionate about helping students and families understand the practical skills that make everyday life more manageable and meaningful. About Your Host, Gabriele Nicolet I'm Gabriele Nicolet, toddler whisperer, speech therapist, parenting life coach, and host of Complicated Kids. Each week, I share practical, relationship-based strategies for raising kids with big feelings, big needs, and beautifully different brains. My goal is to help families move from surviving to thriving by building connection, confidence, and clarity at home. Complicated Kids Resources & Links

Do you ever wonder why your child, who can spend hours building or creating something they love, just can't seem to get started on a simple task? Does it seem like they're just not motivated—even though you know they do care? This week's episode of the podcast dives deep into one of the most misunderstood challenges in homeschooling neurodivergent kids: motivation vs. executive dysfunction. Key Takeaways Motivation isn't a character trait—it depends on fragile conditions, especially in neurodivergent kids. Kids aren't refusing tasks out of laziness; they're often stuck somewhere along the executive function path. Scaffold your child's success: break tasks down, work alongside them, and focus on small wins. Motivation grows from success, autonomy, and a regulated nervous system—not from pressure or shame. Links and Resources from Today's Episode Thank you to our sponsors: CTC Math – Flexible, affordable math for the whole family! Curiosity Post – A Snail Mail Club for kids – Real mail; Real life! The Learner's Lab – Online community for families homeschooling gifted/2e & neurodivergent kiddos! The Lab: An Online Community for Families Homeschooling Neurodivergent Kiddos The Homeschool Advantage: A Child-Focused Approach to Raising Lifelong Learners Raising Resilient Sons: A Boy Mom's Guide to Building a Strong, Confident, and Emotionally Intelligent Family The Anxiety Toolkit Sensory Strategy Toolkit | Quick Regulation Activities for Home Affirmation Cards for Anxious Kids Executive Function Struggles in Homeschooling: Why Smart Kids Can't Find Their Shoes (and What to Do About It) How Adventuring Together Grows Confidence, Curiosity, and Executive Function Understanding Executive Function Skills in Gifted and Twice-Exceptional Children Strengthening Executive Function Skills: A Conversation with Sarah Collins Strengthen Executive Function Skills The Best Books for Teaching About Executive Functions Skills 7 Executive Functioning Activities for Small Children RLL #84: Exploring Education and Executive Function with Seth PerlerThe Unmeasured Executive Functioning Issue RLL 20: Helping Your Kiddo with Executive Function Skills Struggles | A Listener Question RLL LIVE | Improving Executive Functions Helping Kids Who Resist: Low-Demand Homeschooling for Autonomy and Skill-Building Why Is Finishing So Hard? Helping Neurodivergent Kids Cross the Finish LineWhy Typical Organization Systems Fail Neurodivergent Homeschoolers and What Works Instead  

If eating feels chaotic, unpredictable, or hard to keep up with, especially with ADHD, there are real reasons for that. This episode breaks down why eating can feel all over the place, not because you are doing something wrong, but because your brain is being asked to manage a process that depends heavily on executive functioning, timing, and regulation across the entire day. In this solo episode, Dr. Marianne explores the connection between ADHD, binge eating disorder, and bulimia, including how impulsivity, dopamine, and executive function challenges shape eating patterns in ways that are often misunderstood. You will hear why eating may feel easy to delay and then suddenly urgent, why follow-through can feel inconsistent, and why this pattern is not about willpower. ADHD and Eating Disorders: Why Eating Feels So Chaotic Eating regularly requires more than hunger. It depends on time awareness, task initiation, decision-making, and the ability to shift attention. ADHD directly affects these processes, which means eating can feel disorganized, delayed, or unpredictable. This episode explains why chaotic eating patterns often reflect executive function challenges, not a lack of effort or care. Impulsivity, Dopamine, and Binge Eating Impulsivity in ADHD is not just about acting quickly. It reflects differences in how the brain pauses and redirects. When binge urges show up, they can feel immediate and intense. At the same time, dopamine differences in ADHD can make food a fast and effective way to shift focus, regulate emotions, or create relief. This episode explores how these systems interact and why food can become a powerful regulator. Executive Function Challenges and Follow-Through With Eating Executive function challenges can make it harder to plan, prepare, and initiate eating, even when you want to. You might forget to eat, delay eating, or feel overwhelmed by decisions. This episode breaks down how these patterns develop and why eating consistency is not just about intention, but about access to executive functioning in real time. Restriction, Glucose, and Intensified ADHD Traits When eating gets delayed or inconsistent, even unintentionally, glucose levels can drop. This affects the brain's ability to regulate attention, impulses, and emotions. Lower glucose can intensify ADHD traits, making it even harder to initiate eating or pause during urges. This episode explains how this cycle develops and why it can feel so hard to interrupt. Why This Is Not About Willpower Chaotic eating patterns are often framed as a lack of discipline, but this episode reframes them through a neurodivergent-affirming lens. When your brain is under-fueled and your executive functioning is stretched, it makes sense that eating feels harder to manage. Understanding this can reduce shame and open up more supportive approaches. Related Episodes Midlife Bulimia Recovery: Coping With the Internal Chaos on Apple and Spotify. Eating Disorders & ADHD: Neurodivergent-Affirming Recovery With Taylor Ashley, RP @taylorashleytherapy on Apple and Spotify. ADHD & Bulimia: Dopamine, Impulsivity, & the Hidden Link to Binge Eating With Kirsten Book, PMHNP-BC on Apple and Spotify. Work With Dr. Marianne If you are navigating ADHD, binge eating, bulimia, or eating patterns that feel chaotic and hard to predict, you do not have to figure this out alone. Dr. Marianne works with many clients with ADHD in both therapy and coaching, helping them understand their brain, reduce shame, and build ways of eating that are actually doable in real life. You can learn more about working with Dr. Marianne via her website, drmariannemiller.com.

In the latest episode of Executive Function, Brett is joined by Diya Jolly, Chief Product and Technology Officer at Xero. Before Xero, Diya was CPT at Okta and led YouTube's advertising monetization products at Google. In this conversation, she unpacks her three-bucket framework for delegating decisions, why the most important part of a CPO's role is to drive team-wide ambition, and why the best executives need to spend half their time thinking, not doing. In today's episode, we discuss: Why a CPO's number one job is raising their team's ambition, not shipping features How to demand the best from your team without creating a fear-based culture Why organizational politics is actually an incentives problem How Diya is “militant” with her calendar to carve out dedicated thinking time Why you should avoid chasing titles in your career - and what to chase instead References: Google: https://www.google.com Melio: https://meliopayments.com Okta: https://www.okta.com Sukhinder Singh Cassidy: https://www.linkedin.com/in/sukhinders/ Xero: https://www.xero.com Where to find Diya: LinkedIn: https://www.linkedin.com/in/diyajolly Where to find Brett: LinkedIn: https://www.linkedin.com/in/brett-berson-9986094/ Twitter/X: https://twitter.com/brettberson Where to find First Round Capital: Website: https://firstround.com/ First Round Review: https://review.firstround.com/ Twitter/X: https://twitter.com/firstround YouTube: https://www.youtube.com/@FirstRoundCapital This podcast on all platforms: https://review.firstround.com/podcast Timestamps: 00:12 How an excellent CPO makes an impact on the business 02:01 How the CPO role shifts under founders vs hired CEOs 03:38 Influencing a founder without going deferential 07:37 How adding value to customers is always a net positive 08:45 Why roadmaps need more risk in the AI era 12:30 How to shelter innovation teams from the existing system 15:12 What's different about being a great CPO in 2026 17:34 How AI has changed the concept of an app 18:28 It's essential for CPOs to fly at a low altitude 20:34 How misaligned incentives cause organizational politics 25:13 Being demanding without creating a fear-based culture 28:10 Why raising ambition is a CPO's number one job 31:39 The boss who taught Diya to keep raising the bar 32:43 The hardest part of being a CPO 35:28 The three buckets Diya uses to delegate 36:30 How Diya protects deep-work time on her calendar 42:45 Xero's game-changing early bet on AI insights 44:58 How far into the future should CPOs plan for? 47:14 What it takes to be an excellent C-suite member 48:53 Why ambitious PMs should chase impact, not titles 50:28 The four bottlenecks that stall career growth

In this episode of the Dyslexia Explored Podcast, hosts Darius Namdaran and Jo Lee speak with Dr. Tara Williams, a chemistry professor in California and former Sussex PhD graduate, about how executive function often drives difficulties when students transition from high school to university. Williams describes the social and practical upheaval of moving away from home, the need to self-advocate for accommodations, and how unstructured time, shifting deadlines, and planning demands can overwhelm neurodiverse students. They define executive functioning as planning, organization, and time management, discuss accommodations such as extra exam time, quiet rooms, note takers, and flexible grading for spelling-heavy subjects, and emphasize early preparation, body doubling, reading and note-taking habits, and building supportive relationships with faculty and campus services. Williams also shares her consulting work, forthcoming book, and contact details.This podcast is sponsored by ivvi. Visual Notes for Visual Thinkers.Get ivvi notes now: ⁠https://www.ivvi.app/⁠ Links: Ivvi: https://www.ivvi.app/ what is dyslexia: https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia/what-is-dyslexiaDr Tara Social Media Links:Website: https://innovativecollegiateconsultants.com/LinkedIn: https://www.linkedin.com/in/tara-williams-phd/Facebook: https://www.facebook.com/iccedservices#Instagram: https://www.instagram.com/your_innovative_consultantsDr Tara Notable Guest Interviews: Parenting Teens: Advice Redefined for Today's Complex World: https://podcasts.apple.com/us/podcast/136-college-transition-hacks-for-parents-of/id1720826175?i=1000743905277Inclusive Education Project (IEP) Podcast: https://podcasts.apple.com/us/podcast/helping-students-learn-executive-functioning-skills/id1307157016?i=1000682986383 Executive Function podcast: https://podcasts.apple.com/gb/podcast/executive-function-brain-trainer-podcast/id1588400094 Previous Episode with Janet Scott: https://podcasts.apple.com/gb/podcast/71-ebola-and-coronavirus-doctor-discusses-her/id1387645599?i=1000478151331 Previous Episode with Kerry Pace: https://podcasts.apple.com/gb/podcast/80-dyspraxia-nursing-and-online-tutoring-with-kerry-pace/id1387645599?i=1000488468841 Executive Function: https://goodsensorylearning.com/blogs/news/tagged/executive-functioningWorking Memory: https://goodsensorylearning.com/blogs/news/tagged/working-memory BETT Show: https://www.bettshow.com/ British Dyslexia Association: https://www.bdadyslexia.org.ukInterested in being a guest? Email us at jo@ivvi.app

I explain that “time optimist” isn't my term but a gentler Swedish alternative to “time blindness,” reframing chronic lateness and overcommitting as optimism about what fits into limited time rather than moral failure. From an ADHD and executive-function lens, I describe how difficulty sensing time's passage, prioritizing, task initiation, distraction, and hyperfocus can lead to double-booking, missed deadlines, and “deadline dancing,” even when people care deeply and feel shame. I discuss how stress can worsen planning and focus, how punctuality varies by brain wiring and socialization, and why rigid professions can be harder than flexible work arrangements. I connect time optimism with procrastination, perfectionism, people-pleasing, burnout, and self-criticism, especially under modern pressures. I share practical supports like visual timers, time tracking, adding buffers, tolerating being early, reflecting on how rushing feels, and using self-compassion as motivation to change.

Dr. Sarah Oberle and Mitch Weathers, co-authors of “Executive Functions for Every K-3 Classroom: Promoting Self-Regulation for a Strong Start” discuss the increased need of support in working memory, inhibition, and cognitive flexibility in K-3 students, and the unique considerations and strategies needed for the primary population. 

Hi Parents! In this episode, I'm joined by Carrie Bonnett, a veteran teacher and Executive Function coach who works with students and families around the country using a brain-first, no-shame approach. Carrie brings decades of experience supporting kids, parents, and educators, and she's passionate about helping teens thrive by understanding how their brains actually work. During our conversation, we dig into what executive function really means and why it plays such a significant role in anxiety and procrastination for teens. We talk about why so many anxious teens struggle to get started even when they care deeply about school and responsibilities, and how anxiety can interfere with planning, organization, and task initiation. Carrie helps reframe procrastination as a brain-based challenge rather than a character flaw and shares practical ways parents can reduce overwhelm, support motivation, and move away from constant reminders and power struggles. We also explore why traditional tools like to-do lists don't always work for teens and how parents can shift their approach to better match their child's brain. This episode is especially helpful for parents who feel stuck in nightly homework battles or worry about their teen's independence and confidence. 

If you have ADHD and struggle with bulimia or binge eating, it may not be about willpower at all. It may be about dopamine, impulsivity, and a nervous system that has been trying to regulate itself the only way it knows how. In this episode of the podcast, I sit down with psychiatric nurse practitioner Kirsten Book to unpack the often-missed connection between ADHD and eating disorders. We move beyond surface-level explanations and into what is actually happening in the brain, including how dopamine dysregulation, executive functioning challenges, and emotional intensity can drive patterns of bingeing, restricting, and purging. ADHD and Bulimia: The Dopamine Connection Kirsten shares her lived experience of recovering from bulimia and being diagnosed with ADHD later in life. She describes how starting ADHD treatment shifted everything. Instead of feeling constantly out of control, she experienced something many people with ADHD and eating disorders rarely feel, which is a pause. A moment to decide what to do next. That shift in impulsivity and regulation can be a turning point in recovery. We break down how ADHD affects dopamine regulation and why the brain begins to seek out stimulation through food. Binge eating, restriction, and purging can all increase dopamine in the short term, which reinforces these patterns even when they create long-term distress. Why ADHD Gets Missed in Eating Disorders Many people, especially girls and women, are never screened for ADHD. Instead, they are diagnosed with anxiety or depression. This episode explores how untreated ADHD can show up as emotional dysregulation, difficulty focusing, chaotic eating patterns, and a constant sense of being overwhelmed. Kirsten explains why comprehensive screening matters and how identifying ADHD can completely change the direction of treatment. When ADHD is addressed directly, many people experience a reduction in binge eating urges and a greater sense of stability with food. Executive Function, Impulsivity, and Eating Patterns ADHD affects the brain's executive functioning, including planning, organization, and follow-through. This makes consistent eating much harder than it looks from the outside. Skipped meals, irregular eating, and impulsive food choices are not random. They are connected to how the brain manages energy, attention, and motivation. We also talk about interoception and why people with ADHD may feel disconnected from hunger and fullness cues. This disconnection can lead to both undereating and overeating, creating cycles that feel confusing and hard to interrupt. The Role of Dopamine in Binge Eating and Restriction This episode offers a clear explanation of how different eating disorder behaviors interact with dopamine. Binge eating and highly palatable foods can create a surge in dopamine, reinforcing cravings and compulsive eating. Restriction can also increase dopamine in a different way, which helps explain why it can feel rewarding even when it is harmful. Over time, these patterns can change how the brain responds to reward, making it harder to feel regulated without them. Understanding this helps reduce shame and opens the door to more effective, targeted support. ADHD Treatment and Eating Disorder Recovery We talk through how psychiatric medications can support both ADHD and eating disorder recovery. This includes the role of stimulants, SSRIs, and other medications in improving impulse control, emotional regulation, and the ability to follow through with consistent eating. Kirsten also addresses common concerns about medication, especially for parents. She emphasizes the importance of asking questions, understanding risks and benefits, and approaching treatment with openness rather than fear. Medication is not the only tool, but for many people, it creates the stability needed to fully engage in recovery. This Is Not About Willpower If your eating feels chaotic, impulsive, or out of control, there may be more going on beneath the surface. ADHD changes how the brain processes reward, attention, and regulation. When that is not understood, eating disorder behaviors can become a way to cope. You deserve support that looks at the full picture, including your brain, your nervous system, and the ways you have learned to get through the day. Connect With Kirsten Book, PMHNP-BC Kirsten Book is a dual-certified psychiatric mental health nurse practitioner and family nurse practitioner who specializes in working with children, adolescents, and adults navigating eating disorders, ADHD, anxiety, and depression. You can learn more about her work and concierge psychiatric services at her website. She is licensed in California, Illinois, Arizona, and Washington. She is also active on Instagram, Facebook, and LinkedIn. The best way to reach her directly is via email at Apple & Spotify “Stuck” Isn't Lazy: Inertia in ADHD, Autism, & Eating Disorder Recovery With Stacie Fanelli, LCSW on Apple & Spotify. Autism & Eating Challenges: Understanding Sensory Needs, Routines, & Safety on Apple & Spotify. Eating Disorders & ADHD: Neurodivergent-Affirming Recovery With Taylor Ashley, RP @taylorashleytherapy on Apple & Spotify. Work With Dr. Marianne If you are looking for eating disorder support that integrates neurodivergent-affirming care, I offer therapy and coaching for ARFID, binge eating disorder, anorexia, and bulimia. I work with clients across California and Washington, D.C., as well as offer coaching more broadly in the U.S. and worldwide. My approach focuses on sensory needs, nervous system regulation, executive functioning, and building sustainable eating patterns that actually work for your life. You can visit my website drmariannemiller.com to learn more about working with me and explore current offerings, including therapy, coaching, and self-paced programs. Share This Episode on Bulimia and ADHD If this episode resonated with you, share it with someone who needs to hear it and follow the podcast so you do not miss upcoming episodes on ADHD, ARFID, binge eating, and neurodivergent-affirming recovery.

AI Literacy, Resilience, Executive Function and Counterweights  - FAAF 257In this 257th episode, I share my reflections from April 13-18th, 2026. Check out the WHOLE SPOTIFY PLAYLIST I put together with all the listens mentioned below:>>> https://bit.ly/E257FreshAirAtFivePlaylist

In this latest episode of Executive Function, Brett sits down with Christopher Payne, who spent a decade as President and COO at DoorDash, helping scale the company from roughly 70 employees to the dominant food delivery platform in the US. Before DoorDash, Christopher held senior operating roles at Amazon and eBay, where he led a sweeping overhaul of marketplace search. In this conversation, he unpacks what it actually takes to run an atoms-based business versus a software company, shares his "plate spinning" framework for allocating executive attention across a complex org, and makes the case for top-down goal setting over the bottom-up alternative. In today's episode, we discuss: How prior industry experience can be a liability when you're trying to reinvent the market How executives can practically focus their attention to stay close to product details What charisma actually looks like in executives—and why it's a staple trait to have The business case for setting ambitious goals top-down, not bottom-up References: Amazon: https://www.amazon.com/ Anthropic: https://www.anthropic.com/ Cheesecake Factory: https://www.thecheesecakefactory.com/ Cursor: https://cursor.com/ Dartmouth College: https://home.dartmouth.edu/ David Risher: https://www.linkedin.com/in/jdavidrisher DoorDash: https://www.doordash.com/ eBay: https://www.ebay.com/ Granola: https://www.granola.ai/ Hulu: https://www.hulu.com/ Jason Kilar: https://www.linkedin.com/in/jasonkilar Jeff Bezos: https://x.com/JeffBezos Lyft: https://www.lyft.com/ Microsoft: https://www.microsoft.com/ Tinder: https://tinder.com/ Tony Xu: https://www.linkedin.com/in/xutony Travis Kalanick: https://www.linkedin.com/in/traviskalanick Uber: https://www.uber.com/ University of Oregon: https://www.uoregon.edu/ Wharton School: https://www.wharton.upenn.edu/ Where to find Christopher Payne: LinkedIn: https://www.linkedin.com/in/christopherpayne Twitter/X: https://x.com/chrispa Where to find Brett: LinkedIn: https://www.linkedin.com/in/brett-berson-9986094/ Twitter/X: https://twitter.com/brettberson Where to find First Round Capital: Website: https://firstround.com/ First Round Review: https://review.firstround.com/ Twitter/X: https://twitter.com/firstround YouTube: https://www.youtube.com/@FirstRoundCapital This podcast on all platforms: https://review.firstround.com/podcast Timestamps: 00:00 Introduction 00:14 Why atoms businesses challenge bits executives 02:35 Hiring executives with a builder mentality 06:52 Great executives never outgrow the details 08:05 How ciabatta bread revealed a core DoorDash issue 10:48 How executives can scale their own impact 14:22 One-size-fits-all management is a myth 19:01 Enduring business lessons from Jeff Bezos 20:56 “I was fired from Tinder after six months” 25:38 Why specializing too early is a leadership trap 27:41 Are competitive cultures essential for success? 31:00 Lessons from Amazon's hypergrowth 35:20 Why having industry experience can be a liability 38:46 Companies spend too much time on job interviews 40:19 The skills executives need for hypergrowth 43:34 Why AI will likely flatten organizations 45:20 Teaching COO 101: What it takes to be world-class 50:55 Why bottom-up goal setting kills ambition 55:29 How charismatic leaders help teams in tough times 58:23 The number-one sign of high-functioning executive teams 1:02:02 How first-time COOs can increase their chance of success

In this episode of the Dyslexia Explored Podcast, host Darius Namdaran speaks with returning guest Natalie Brooks about putting adult dyslexia into mainstream conversation and her journey from school diagnosis to workplace struggles that led her to create Dyslexia in Adults. Natalie describes being dismissed by HR, building a large online following, completing 750 hours of executive function coaching, and securing a Bloomsbury book deal after a viral video about a “big backpack” as an adult dyslexia trait. They explore dyslexia as a processing difference linked to executive functions such as working memory, planning, and organization, and discuss why “try harder” often fails. Natalie outlines her book Dyslexia Unlocked; confidence, practical strategies, and strengths, rejecting the “superpower” narrative, and they share approaches involving techniques, tools, and team support, plus how she streamlined her business and wrote the book on an 18-month timeline.This podcast is sponsored by ivvi. Visual Notes for Visual Thinkers.Get ivvi notes now: https://www.ivvi.app/Links: Ivvi: https://www.ivvi.app/ what is dyslexia: https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia/what-is-dyslexiaNatalie's Previous Episode 146: https://podcasts.apple.com/gb/podcast/146-dyslexia-expectations-in-school-and-in-the/id1387645599?i=1000656492970 Dyslexia Scotland: https://dyslexiascotland.org.uk/ Moira Thomson episode 75: https://podcasts.apple.com/gb/podcast/75-five-decades-of-dyslexia-provision-devlopment-in/id1387645599?i=1000484851030 Dyslexia in Adults Instagram: https://www.instagram.com/dyslexia_in_adults/ Dyslexia in Adults Free Guide: https://dyslexiainadults.myflodesk.com/phailhpl45 Website: https://www.dyslexiainadults.co/ Natalie viral video with Darius: https://www.instagram.com/reel/C4pp7dwMwT4/?utm_source=ig_web_copy_link&igsh=MzRlODBiNWFlZA== Here are all the links for the Dyslexia Unlocked book: https://linktr.ee/dyslexiainadults Executive Function: https://goodsensorylearning.com/blogs/news/tagged/executive-functioningWorking Memory: https://goodsensorylearning.com/blogs/news/tagged/working-memory BETT Show: https://www.bettshow.com/ British Dyslexia Association: https://www.bdadyslexia.org.ukInterested in being a guest? Email us at jo@ivvi.app

Why does homework and school in general turn into a battle in so many homes?In this insightful conversation, Dr. Matthew Housson breaks down what's really going on when kids struggle with homework—and why it's often not a discipline issue at all. Instead, many challenges come down to executive function skills—things like planning, focus, emotional regulation, and the ability to start and finish tasks.We talk about how brain development impacts motivation, why some kids struggle to shift into “low dopamine” tasks like homework, and what parents can do to support their child without taking over.If you've ever felt frustrated, confused, or even discouraged trying to help your child succeed academically, this episode will give you clarity, practical tools, and encouragement—you're not alone, and there is a better way forward. In this episode we talk about:  When behavior is developmentally normal vs. when to seek help The key signs of depression in teens (including irritability) Why a full profile is often more helpful than a diagnosis Practical tools to make homework time smoother Executive function skills are learned and developed over time You can't rush development—but you can support it Connect with Dr. Matthew Housson:  Website: Home - The Housson Center Facebook: The Housson Center Instagram: The Housson Center (@thehoussoncenter) Links Mentioned:  Resources from The Housson Center (books & websites) Definitions of different childhood challenges (parent resource) Related Episodes: How to Stay Calm with School Stress :: Kirk Martin {Ep 88} School Choice Series: Public School Options with Emily Fenlaw:: [Ep 561] Grace Based Discipline for Kids with Unique Needs :: Karis Murray [Ep 237] Featured Sponsors:  Hiya: We've worked out a special deal with Hiya for their best selling children's vitamin. Receive 50% off your first order. To claim this deal you must go to hiyahealth.com/DMA (not available on regular website). Get your kids the full-body nourishment they need to grow into healthy adults.  In The Special Needs Parent: A Guide to the Life You Never Expected, Dr. Joe and Cindi Ferrini share more than 40 years of lived experience raising a son with profound disabilities. With honesty and faith, they speak to the strain on marriage, the weight of finances, the sting of unkind comments, and the grief of a journey you didn't choose, but also the joy you didn't expect. If you're walking this road—or love someone who is—this book offers steady encouragement for the long journey ahead. To learn more about The Special Needs Parent: A Guide to the Life You Never Expected, visit moodypublishers.com or find it wherever books are sold. Branch Basics: And here's the good news — Branch Basics is now available everywhere you shop: at Target, Target.com, Amazon, and of course, BranchBasics.com. Tossing the toxins has never been more convenient! And for anyone grabbing the Premium Starter Kit, you can still get 15% off at BranchBasics.com with our code DMA. 

What if a pupil's dysregulation isn't just about behaviour - but about hidden executive function demands they can't yet manage?In this episode of School Behaviour Secrets, you'll learn how difficulties with executive function can fuel frustration, overload and emotional dysregulation in the classroom. Using a concrete case study and the PAIN framework, we unpack how challenges with holding information in mind and inhibiting impulses can quickly tip a child from not coping with work into shutdown, refusal or meltdown.You'll discover why this matters even more now executive function is being talked about more explicitly in the SEND reform conversation, how lesson structure can accidentally increase stress, and three practical strategies teachers can use to reduce overload and support regulation more effectively.If you work with children who seem to fall apart around learning demands, this episode will help you look beneath the behaviour and respond with greater clarity and confidence.Important links:Get our FREE SEND Behaviour Handbook: https://beaconschoolsupport.co.uk/send-handbookDownload other FREE behaviour resources for use in school: https://beaconschoolsupport.co.uk/resources.phpSchool leaders: Join us at the National SEMH Conference (October 2026)It's a whole day focused on the real SEMH, behaviour and inclusion pressures facing schools - and what leaders can do next. Plus, right now you can get Super Early Bird tickets at £250 - find out more and book your place here.

Ever wonder why you can write a complex report, manage a team, and handle a crisis, but can't seem to respond to a simple text that's been sitting there for 11 days? In this episode, we dig into why the ADHD brain gets stuck on simple tasks and a fun, practical framework you can use to get unstuck.What you'll learn:Why "easy" tasks are often the hardest ones to startA 5-part acronym that makes your brain actually want to do the thingHow to create your own urgency when a real deadline doesn't existReal examples of how to apply this — from dreaded phone calls to blank-page paralysisIf you've ever felt frustrated that you can do hard things but freeze on the simple ones, this episode will help you stop fighting your brain and start working with it instead.Want to find out if coaching is right for you? Book your complimentary Chaos to Calm session. Free Resources:

In the latest episode of Executive Function, Brett sits down with Katie Burke, who recently became COO of Harvey after joining as Chief People Officer. Before Harvey, Katie spent 11 years in HR leadership at HubSpot, where she built one of tech's most distinctive cultures. In this conversation, she unpacks her marketing-minded approach to HR, why she hired deliberately from hospitality rather than corporate backgrounds, and why developing culture should be a strategic priority for any organization. In today's episode, we discuss: Why HR leaders should think like marketers The 2.5-year cultural hangover after a layoff The protein vs. sugar rule for employee feedback What it means to be the executive team's own HR business partner What the Chief People Officer owes the board and what they don't References: Amazon: https://www.amazon.com Anique Drumright: https://www.linkedin.com/in/anique-drumright-53978a1a/ Brian Halligan: https://www.linkedin.com/in/brianhalligan/ Carmel Galvin: https://www.linkedin.com/in/carmelgalvin/ eBay: https://www.ebay.com Gabe Pereyra: https://www.linkedin.com/in/gabepereyra Harvey: https://www.harvey.ai HubSpot: https://www.hubspot.com Jacqui Canney: https://www.linkedin.com/in/jacquicanney Klaviyo: https://www.klaviyo.com Lorrie Norrington: https://www.linkedin.com/in/lorrienorrington/ Maggie Landers: https://www.linkedin.com/in/maggiecohenlanders/ Rippling: https://www.rippling.com ServiceNow: https://www.servicenow.com Winston Weinberg: https://www.linkedin.com/in/winston-weinberg/ Where to find Katie: LinkedIn: https://www.linkedin.com/in/katie-burke-965767a/ Twitter/X: https://x.com/katieburkie Where to find Brett: LinkedIn: https://www.linkedin.com/in/brett-berson-9986094/ Twitter/X: https://twitter.com/brettberson Where to find First Round Capital: Website: https://firstround.com/ First Round Review: https://review.firstround.com/ Twitter/X: https://twitter.com/firstround YouTube: https://www.youtube.com/@FirstRoundCapital This podcast on all platforms: https://review.firstround.com/podcast Timestamps: 00:00 Introduction 00:23 Why HR begins with thinking like a marketer 01:58   “Don't ask for a seat at the table. Build the table.” 02:29 Radical transparency after Hubspot's IPO 05:14 How HubSpot's people function drove strategy 07:01 The trickiest part of the Chief People Officer role 10:00 Be the Michael Jordan of your exec team 12:14 Why people leaders need to create “graceful exits” 16:49 The inevitable two-year layoff hangover 23:31 The workplace shouldn't be Disneyland 26:05 “Our job is not to make you happy every day” 34:28 Being a Chief People Officer isn't for the faint of heart 35:04 How “Berry-Gate” taught HubSpot to manage feedback 40:51 Chief People Officers should be demanding, by design 42:01 Why “frequent flyers” are a new-hire red flag 44:54 Unpacking the role of the VP of People 49:94 Which company decisions fall to the Chief People Officer? 49:11 The most common challenges of scaling a company 51:39 The differences between HubSpot and Harvey 53:17 How AI is changing the people function 1:04:28 Why Katie shares her own performance reviews 1:06:22 How to manage a disagreement with the CEO

Here's something nobody tells you about aging with ADHD: the part that feels like decline might not be decline at all. It might be retirement. Or perimenopause. Or just the fact that the external structure that quietly managed your symptoms for thirty years finally disappeared — and nobody warned you it was doing that much work. The question isn't whether your brain is changing. It is. The question is whether you understand why, and what the research actually says about where it leads.Dr. Brandy Callahan is a clinical neuropsychologist, Canada Research Chair in Adult Clinical Neuropsychology, and the founder of the LiBra Lab — the Lifespan Brain Health Lab at the University of Calgary. Her research sits at the intersection most researchers haven't bothered to explore: what happens to the ADHD brain across decades, and specifically, what connects ADHD to elevated dementia risk. What she's finding — about allostatic burden, about the gap between how people perform in a lab versus how they function in a grocery store on a Sunday afternoon, about what a lifetime of navigating a neurotypical world may actually cost the brain biologically — is the conversation this series has been building toward. There is hard news in here. There is also, genuinely, a lot of hope.Guest SpotlightDr. Brandy Callahan, PhD, RPsych is a clinical neuropsychologist, Associate Professor of Psychology at the University of Calgary, and a Canada Research Chair in Adult Clinical Neuropsychology. She is the founder and principal investigator of the LiBra Lab — the Lifespan Brain Health Lab — which focuses specifically on ADHD in women and in older adulthood, and she came to ADHD research not through personal experience but through a memory clinic, where she kept meeting older adults being evaluated for dementia who turned out to have lived their whole lives with undiagnosed ADHD. Her current research is investigating what may drive elevated dementia risk in adults with ADHD — including allostatic burden, cerebral small vessel disease, and the biological cost of decades of chronic stress. She is also currently running ADHD Her, an online study about girls and women with ADHD across the lifespan, open to participants from age 8 to 87. Learn more at libralab.ca, and find the ADHD Her study by searching "ADHD Her" online.Links & NotesLiBra LabADHD Her Study (online, open to participants ages 8-87LiBra Lab participant registry (RADAR)Support the Show on PatreonDig into the podcast Shownotes Database (00:00) - Welcome to Taking Control: The ADHD Podcast (05:56) - What does a research neuropsychologist actually do? (08:34) - How does EF Age? (15:01) - Charting the Decades (22:22) - The Shame Cycle... Missing in the Lab (23:39) - Alostatic Burden (37:06) - So... where's the hope? ★ Support this podcast on Patreon ★

→ What are executive functions, and why do they matter?→ What are the differences between core and higher order executive functions?→ How can we tweak the physical and acoustic environment of our classrooms to support all learners?Welcome back to another episode of the Teachers on Fire Podcast, airing live on YouTube most Saturday mornings at 8am Pacific, 11am Eastern. My name is Tim Cavey, and my mission here is to warm your heart, spark your thinking, and ignite your professional practice.Today's Teachers on Fire are Sarah Oberle and Mitch Weathers, authors of Executive Functions for Every K-3 Classroom: Promoting Self-Regulation for a Strong Start.Mitch Weathers is an educator, author, and nationally and internationally recognized expert on executive functioning in the classroom, known for translating brain science into practical strategies that work in real schools. His work centers on strengthening students' skills in organization, task initiation, self-regulation, and follow-through through intentional systems that support learning without increasing teachers' workloads. Through his writing, speaking, and consulting, he challenges educators to reconsider why students struggle and equips them with a shared language and concrete tools to unlock student potential.Sarah Oberle is an educator, writer, and professional learning designer with 18 years of experience as a primary classroom teacher. Her work centers on helping educators understand how learning happens and how that understanding shapes daily instructional decisions.Timestamps from This Episode0:00:00 - Mitch Weathers and Sarah Oberle are veteran educators and authors2:37 - What are executive functions?4:29 - Why executive functions matter in primary grades6:59 - Designing tier one environments that support all learners10:10 - Confusing behaviors with executive functions14:13 - Core vs higher order executive functions16:45 - How to reduce cognitive load and improve working memory20:51 - Two ways to reduce cognitive load in the primary classroom25:22 - How to tweak the physical and acoustic learning environments31:15 - Why starting the whole class together makes a difference36:07 - How Sarah uses voice recorders in her first grade classroom38:45 - A first step to take for the overwhelmed educator45:38 - How and where to connect with Mitch and Sarah onlineVisit the home of Teachers on Fire at https://teachersonfire.net/.Song Track Credit: Tropic Fuse by French Fuse - retrieved from the YouTube Audio Library.

In this episode of The Balancing Act, we welcome back Mitch Weathers and chat with Sarah Oberle about their new book, Executive Functions for Every K-3 Classroom, diving into the critical role executive functioning plays in young learners. We keep things light and relatable while unpacking how skills like focus, self-regulation, and impulse control develop—and why kids aren't misbehaving, they're still learning how to learn. The conversation blends practical classroom strategies with real-life moments, showing how small changes in routines and environment can make a big difference. We also explore how to recognize when students may need extra support without jumping to conclusions. It's a fun but meaningful discussion that leaves educators and parents with simple, actionable ways to better support kids from the start. Check out the new release from Mitch and Sarah.  Executive Functions for Every K-3 Classroom: Promoting Self-Regulation for a Strong Start Looking for Mitch's first book?  See the link below! Executive Functions for Every Classroom, Grades 3-12: Creating Safe and Predictable Learning Environments Season 3 is brought to you by our principal sponsor, Teachers' Insurance Plan. Check out their website below for more information and to get a quote. http://bit.ly/4mQC27G⁠ Teachers' Insurance Plan: auto insurance that brings exclusive educator savings and exceptional customer care to New Jersey and Pennsylvania educational employees. Select Episodes from Season 3 sponsored by: For more information about NJSchoolJobs.com check out their website for up-to-date job postings for teaching, admin, support staff and coaching opportunities. Interested in Giving Lesson Launchpad a try?  Don't forget to use our code “Balance” for $5 off a yearly subscription.  Lesson Launchpad - Plan. Present. Automate.  www.lessonlaunchpad.com We want to hear from you! Shoot over an email and say hi: podthebalancingact@gmail.com Don't forget to subscribe! Leave us a comment!    Follow  Facebook - podbalact JoeandJamie Instagram - @podthebalancingact TikTok - @thebalancingactpodcast Twitter - @podbalact Youtube Channel - The Balancing Act - YouTube Part of the Human Content Podcast Network Learn more about your ad choices. Visit megaphone.fm/adchoices

What if the reason so many young students struggle in the classroom has nothing to do with behavior, laziness, or defiance, and everything to do with emerging executive functions that have simply not been taught yet? In this episode of Aspire to Lead, Joshua Stamper welcomes back two familiar faces, executive functioning expert Mitch Weathers and primary educator and researcher Sarah Oberle, to celebrate the release of their brand new co-authored book Executive Functions for Every K–3 Classroom: Promoting Self-Regulation for a Strong Start. Mitch and Sarah share the story behind the book, including how Sarah tracked Mitch down through a contact form after realizing his first book, which covered grades three through twelve, left primary teachers without the tools they desperately needed for the youngest learners in the building. Together they explain why working memory, inhibition, and cognitive flexibility look completely different in a five, six, or seven year old, and why what looks like defiance or inattention in a primary classroom is almost always a child whose executive functions are still in the very early stages of development. The conversation is packed with practical, immediately usable strategies embedded in routines teachers are already using, from how to orient student attention before instruction, to rethinking classroom displays that quietly drain cognitive bandwidth, to the power of being so granular and specific in directions that ambiguity is removed entirely. Mitch and Sarah also speak directly to school leaders about what to look for when walking into classrooms where this work is taking root, and why investing in executive function development at the primary level is the most powerful tier one intervention a school can make. About Mitch Weathers: Mitch Weathers became an exceptional educator because he once struggled as a student. Throughout his academic journey, Mitch rarely felt comfortable in the classroom. It took him seven years to graduate from college—a reflection not of ability, but of disconnection. He often experienced education as something happening around him, not something he was actively part of. That sense of isolation fueled his desire to create a different kind of learning experience. When Mitch became a teacher, he brought with him a deep empathy for students who felt unseen or overwhelmed. He quickly realized that before we can effectively teach content, we must first build the foundation for learning. That foundation is structure, consistency, and support. To meet this need, Mitch created Organized Binder—a simple, research-backed system that empowers teachers to explicitly teach executive functioning skills without sacrificing instructional time. By establishing predictable learning routines, teachers foster safer, more inclusive classrooms where students gain confidence, independence, and a sense of belonging. Mitch's mission is to equip educators with the tools to help every student succeed—not just academically, but personally. Follow Mitch Weathers: Website:www.organizedbinder.comTwitter:https://twitter.com/organizedbinderInstagram:https://www.instagram.com/organizedbinder/Facebook:https://www.facebook.com/organizedbinderLinkedin:https://www.linkedin.com/in/mitchweathers/Vimeo OB showcase:https://vimeo.com/showcase/8775721 About Sarah Oberle Sarah Oberle is an educator, writer, and professional learning designer with 18 years of experience as a primary classroom teacher. Her work centers on helping educators understand how learning happens and how that understanding shapes daily instructional decisions. Beyond the classroom, Sarah designs and facilitates evidence-informed professional learning for teachers and school leaders, both in person and virtually. She works with national and international organizations to ensure professional learning is research-informed, practical, and responsive to the realities of teaching. Her work focuses on attention, memory, and executive functions, with an emphasis on pedagogy rather than programs. 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Nutrition Nugget! Bite-sized bonus episodes offer tips, tricks and approachable science. This week, Jenn is talking about Hard. This word may be deciding how your brain approaches a new habit or behavior. You have probably said it a hundred times that something is just too hard. What if the word itself is the thing standing in your way? Instead, swap ‘this is hard' for ‘this is a challenge'. Is that any better? Jenn breaks down the surprising brain science behind the words we use every day and why some words send us straight into avoidance mode before we even get started. Could one simple word-sway actually rewire your brain and make change feel possible? The answer might surprise you. Like what you're hearing? Be sure to check out the full-length episodes of new releases every Wednesday. Have an idea for a nutrition nugget? Submit it here: https://asaladwithasideoffries.com/index.php/contact/ RESOURCES:Become a Happy Healthy Hub MemberJenn's Free Menu PlanA Salad With a Side of FriesA Salad With A Side Of Fries MerchA Salad With a Side of Fries InstagramGoing Against the TextbookKEYWORDS: Jenn Trepeck, Nutrition Nugget, Salad With A Side Of Fries, Health Tips, Wellness Tips, Habit Formation, Behavior Change, Language Reframing, Brain Chemistry, Neuroscience, Healthy Habits, Mindset Shift, Dopamine, Amygdala, Prefrontal Cortex, Neuroplasticity, Stress Response, Mental Fatigue, Motivation, Avoidance Behavior, Fight Or Flight, Cortisol, Adrenaline, Executive Function, Self Control, Problem Solving, Delayed Gratification, Neural Pathways, Brain Function, Emotional Regulation, Coping Mechanisms, Food Habits, Movement Habits, Gym Motivation, Health Coaching, Lifestyle Change, Wellness Mindset, Growth Mindset, Anterior Mid Cingulate Cortex, Glutamate, Stress Reduction, Habit Stacking, Behavior Psychology, Word Choice, Cognitive Reframing, Health And Wellness, How To Reframe Hard Tasks For Better Habits, Using Language To Change Brain Chemistry For Health

The science of reading has made real progress in how schools think about decoding and language comprehension. But for a significant number of struggling readers, those two buckets don't explain what's getting in the way. Dr. Kelly Cartwright, Spangler Distinguished Professor of Early Child Literacy at UNC Charlotte, has spent her career mapping the territory other reading models leave out — specifically, the role executive functions play in coordinating what skilled readers do.In this conversation, Dr. Cartwright explains what executive functions (EF) actually are, why they matter for every reader and not just students with ADHD, and what her research reveals about the kind of EF interventions that actually move the needle on reading outcomes. She also makes the case that the field's tendency toward dichotomous thinking — decoding over here, comprehension over there — may be leaving a large group of students without the support they need.Check out the video recording of this conversation below, available to full subscribers. Join the community today!Show NotesResearch and Articles (links embedded in title)* Duke, N. K., & Cartwright, K. B. (2021). The Science of Reading Progresses: Communicating Advances Beyond the Simple View of Reading. Reading Research Quarterly, 56(S1), S25–S44.* Cartwright, K. B., & Palian, S. R. (2024). Considering Roles of Executive Functions in the Science of Reading: A Meta-Analysis Highlighting Promises and Challenges of Reading-Specific Executive Functions. Educational Psychologist, 59(4), 263–290.* Wagner, R. K., et al. (2021). A Model-Based Meta-Analytic Examination of Specific Reading Comprehension Deficit. Annals of Dyslexia, 71(2), 260–281.* Austin, C. R., Vaughn, S., Clemens, N. H., Pustejovsky, J. E., & Boucher, A. N. (2022). The relative effects of instruction linking word reading and word meaning compared to word reading instruction alone on the accuracy, fluency, and word meaning knowledge of 4th-5th grade students with dyslexia. Scientific Studies of Reading, 26(3), 204-222.* Chi, M. T. H. (1978). Knowledge structures and memory development. In R. S. Siegler (Ed.), Children's thinking: What develops? (pp. 73–96). Lawrence Erlbaum Associates, Inc.Assessments Mentioned* Graphophonological Semantic Flexibility (GSF) Assessment — freely accessible; measures cognitive flexibility in managing letter-sound and meaning features of words simultaneously (from Chapter 4 of Executive Skills and Reading Comprehension - see below)Books Mentioned (embedded Bookshop links are an affiliate account)* Cartwright, K. B. (2023). Executive Skills and Reading Comprehension: A Guide for Educators (2nd ed.). Guilford Press. (Bookshop) (Guilford Press - download flyer for 25% discount)* Adams, M. J. (1990). Beginning to Read: Thinking and Learning About Print. MIT Press. (Bookshop)* Page, L. This Book Made Me Think of You (Bookshop) — recommended by Kelly Cartwright* Weir, A. Project Hail Mary (Bookshop) — recommended by Matt Renwick* Richtel, M. How We Grow Up (Bookshop) — recommended by Debra CrouchModel Referenced* The Active View of Reading (Duke & Cartwright, 2021) — diagram available via the Reading Research Quarterly article linked above (and below).Full TranscriptMatt RenwickHi, I'm Matt. Welcome to Read by Example, where teachers are leaders, and leaders know literacy. I am excited to have someone that I've been reading about in a pretty specific, but I think important subject area. I'm joined by Kelly Cartwright. Dr. Cartwright is the Spangler Distinguished Professor of Early Child Literacy at the University of North Carolina, Charlotte. She is the author of Executive Skills, Reading and Reading Comprehension, second edition through Guilford. Welcome, Kelly.Kelly CartwrightThank you. I'm so excited to be here with you today.Matt RenwickAnd Debra Crouch, author and co-author of Made for Learning with Brian Camborne, is also here. Excited to see Debra again. Are you in the classroom still, Debra?Debra CrouchNo, not right now. I'm actually supervising a couple of student teachers right now. That's what I'm up to.Matt RenwickAlright, but you were teaching second grade, right?Debra CrouchYes, second and third grade. Both grades.Kelly CartwrightAnd technically, you're in classrooms, so…Debra CrouchYes, always in classrooms.Matt RenwickSame here. Whenever I can get in, it's a treat. So, Kelly, I want to start with curiosity. Executive functions have not been a prominent part of the conversation around reading instruction. What made you think they should be? What about this field captured your interest and focus for your research?Kelly CartwrightThat's a great question. I started out in psychology, but I was interested in how reading works — how reading works in the brain, how our cognitive processes support our ability to read. I was learning about executive functions, learning about the fact that kids, when they are young, are learning to be flexible in thinking about things. It occurred to me that reading is super complex, and it requires that we think about words in lots of ways. I was reading Marilyn Adams' book, Beginning to Read, while in graduate school, and learning about all of these wonderful executive functions, and realizing that kids have to manage a ton. Grown-ups have to manage a ton of things in their heads, and I wondered about this connection. So, I started off my work in the area of looking at cognitive flexibility specific to reading — flexibility in thinking about words, sounds, and meanings — because kids have to think about words in a lot of ways to learn to be good readers, and we do it without thinking about it. Lots of people are looking at it now and realizing that being able to manage your thinking and manage your reading processes is a really important part of being a good reader.Matt RenwickAre you seeing more interest in this due to the world we currently live in, with constant connection and distraction? Do you see that contributing to this interest?Kelly CartwrightMaybe. I think that people are aware of executive functions in the context of special education, or when a child has ADHD in your classroom and the school psychologist has done assessments and says, “This child has a working memory problem,” or, “This child has an inhibition problem.” We've seen more and more diagnoses of executive skill difficulties, like ADHD, over the past few years. Is it connected to technology? I don't have data on that. But I think the piece that we don't always think about is that for a child who has executive skill difficulties, we see evidence that there's a problem — but when everything's going well, and your working memory and flexibility are supporting your reading processes, it's invisible. We don't see them. We see evidence for difficulty, not evidence for success. But being a successful reader means that you have those things in place.Matt RenwickADHD has been referred to as an invisible disability — or difference, however you want to term it — and that resonates with me, because kids don't always demonstrate it. It's often an internal kind of thing.Kelly CartwrightExactly.Matt RenwickYou mentioned executive functions, and I think when people hear that, they sometimes just resort to ADHD as a rule of thumb. But they're different. How would you describe executive functions in a way that's separate from a diagnosis like ADHD, and connects it to what every reader is trying to do?Kelly CartwrightExecutive functions, when you have difficulties with them, people see evidence of those things when you have a child who can't focus, or can't inhibit attention to all the things that are so interesting. But we recruit executive functions in all of our daily activities. Think about going to the supermarket. You need to keep your list of needed items in mind — you don't want to get home without the noodles for the spaghetti — and that's working memory, having to hold all that stuff in your head. You might make a list, but that kind of offloads the thinking onto a piece of paper. And you're still going to have to use it in a flexible way: you're looking at the shelf, you're looking at the list, maybe they don't have the brand you usually buy, or they're out of the fruit you were going to buy, and you have to flex the week's menu. You're also having to use that list to inhibit your attention to the shiny Oreos on the end cap, and not buy the things that are not on the list. That working memory, that cognitive flexibility, that inhibition — they play out in everything we do.In reading, we're building a mental model of text meaning in our head. As I make my way through a text and learn about a new event, or a character does something unexpected, I'm updating my mental model of the text's meaning as I go, while still hanging on to the things I've learned before. That's working memory. While we're doing that, we're also decoding — shifting between word reading and meaning-making constantly. Even as adults, we process all the letters and sounds. If we come upon a multisyllabic word we haven't seen, we're totally using our decoding processes, but we're doing those things under the level of conscious awareness and switching between them, and that takes flexibility. Or coming upon a word like “wind” — W-I-N-D — if you're reading about a mechanical toy, it becomes “wind,” but if you're reading about weather patterns, it's “wind,” and knowing how to flex that vowel pronunciation is another instance of cognitive flexibility specific to reading.Inhibition plays out in reading when you encounter words with multiple meanings, like “jam” and “traffic jam.” You can't think about the sticky stuff you put on toast — you have to only think about the congested traffic. All of those things are happening for skilled readers automatically. We don't notice them. But when children don't have the working memory capacity, they're not able to hold in mind the text pieces they need and supply their prior knowledge in order to make an inference. We can support that kind of thinking — put it on paper, use a graphic organizer like an inference map — but as skilled readers, we often expect kids to have the ability to do the things that we can do. Making inferences is so obvious to us, but it's not obvious when you don't have the ability to hold all the relevant pieces in your mind.Matt RenwickIf I'm reading a novel and trying to keep track of all these characters, I'm not going to pull out a character map — maybe I might, if it's a complex novel. But you're right, we don't reverse ourselves back to when we were learning to read when we teach. That's where these external tools can be really helpful to support that cognition.I personally have a hard time remembering all these different systems — it's hard to visualize. When you teach this, do you use some kind of mental model, metaphor, or imagery to help teachers hold that idea in mind?Kelly CartwrightYou've identified something the field probably needs. Models of reading are starting to incorporate executive functions. Nell Duke and I proposed the Active View of Reading — for those of you listening, maybe we can link this in the show notes. There's a green bubble off to the left that has your executive function and self-regulation abilities, and they are helping drive your ability to recognize words, that word recognition piece, and that language comprehension piece, and your ability to put it all together in service of reading comprehension. That visual heuristic helps teachers to think about the fact that these invisible things actually undergird and support the processes we know readers need. But if I continue to try to teach inference-making in all the typical ways to a child who has working memory difficulties, without thinking about how working memory shows up within reading or how I can support and strengthen those reading-specific working memory skills, then the child may not make the progress I need them to.For kids with ADHD, or adults with ADHD, all of these executive functions show up as difficulties in organization and planning. The child who comes with a backpack that isn't as organized as we'd like — with an executive function difficulty, the organization isn't there, and they may not be able to make that mental model of a text's meaning without concrete support, or a story map, or explicit text structure instruction, so that they can use that heuristic — putting that thinking on the table — to support the working memory where they can't do it all in their head.Matt RenwickI've used the Active View in presentations for school leaders on what they need to know about the science of reading. I'll start with the Simple View, and then go to your Active View, just to show how complex reading really is. And I like where you positioned executive function — before word recognition and language comprehension. I assume that's intentional. If you need executive functioning, you need strategic use of strategies. You can't just teach phonics.Kelly CartwrightYou have to know what to do with the phonics. The Simple View is amazing. It's elegant. It's 40 years old now, which is remarkable, and it has longevity in the field because it provides an amazing heuristic to help teachers understand that reading is more than just loving books. It came out at the height of the whole language movement, when phonics was not favored, and the Simple View does an excellent job of demonstrating that if our phonics knowledge — our ability to recognize words using that phonics knowledge systematically — if it's not there, we are not going to understand what we read. You can't understand what you read if you don't pull the words off the page. But likewise, if you can't understand what people say to you, you're not going to understand what you read.The Simple View does an excellent job with that. It's a great place for teachers to begin to see how that complexity works. But what I've seen in practice is phonics instruction happening over here in this part of the day, and instruction in language comprehension happening over there in that other part of the day, and never the twain shall meet. But when I'm a skilled reader, I'm doing these at the same time, and I'm having to put it all together. The Simple View — and the rope model is similar — shows these two buckets of skills. The rope goes further to say we do weave them together, but it doesn't say how. I think that's where executive functions come in. Executive functions and self-regulation help you to strategically deploy that word recognition knowledge and that language comprehension knowledge and weave them together in service of comprehension — which is a piece that's over and above each of those alone.I like to use the analogy of that old pat-your-head, rub-your-tummy thing we used to do as kids. I can pat my head by itself, just like I can decode — when assessed independently I do well. I can rub my tummy, and I can do well when assessed on language comprehension independently. But if I have to put them together, it requires some third coordination ability that's over and above the individual skills. That bridging or integration is represented in the Active View but isn't represented in the Simple View. The Simple View initially alluded to this idea that kids decode and then comprehend — like a sequential thing — but it's not. It's very much an all-at-the-same-time kind of thing.Matt RenwickYou're multitasking in some ways. It's why reading is so difficult for some kids.Kelly CartwrightAnd for grown-ups when we are tired.Matt RenwickRight — I've hit many mental roadblocks, and I'm like, I need a break, I need to go walk the dog. Movement helps me reset my thinking.We see new resources that are still referring to the Simple View, still framing things as decoding over here, language comprehension over there. Why has this binary been so sticky? Why has the field not progressed to what you're describing?Kelly CartwrightThis is what happens in fields all over the place — it's not just education. We like to group things. Cognitively, we like to sort things into groups. There's the old nature-nurture debate from human development: is a particular trait caused by nature, or is it caused by nurture? People tend to think about that in a really dichotomous way, when the truth is very much intertwined. Even reading disabilities are a great example. Reading disabilities have a heritable component, but environment plays a role too. If you get explicit, systematic phonics instruction, that's going to move the needle in a way that an environmental factor — not getting that instruction — won't.Another example: kids with lower socioeconomic resources tend to have more difficulty with reading, and with executive functions. Experience plays a role; heredity plays a role. It's not a simple either-or. But when we're thinking about doing something super complicated — Louisa Moats characterized teaching reading as rocket science — not only are we having to do all of those things at once as readers, but as an educator, you are having to help little people who have never understood how letters make words. You've got to help them decode, know what the words mean, know how to weave them into phrases and sentences and paragraphs, make mental pictures, make the inferences, deal with syntax and morphology. That's a lot. And so, to be able to group the things that I need to do as an educator into two buckets simplifies things and helps us organize our day. But it may not always be beneficial for students, because we know that multi-component interventions help students learn to do that integration.Matt RenwickI wish we would pay teachers like rocket scientists.Kelly CartwrightHear, hear. I agree.Matt RenwickIn your meta-analysis, you were looking at executive function interventions isolated from reading instruction and then asking: what's the effect? And you found that for EF interventions to be effective, they need to be embedded in reading instruction. You can't do executive functioning interventions in isolation and then expect them to generalize into reading. Why is that, and why does that matter for educators?Kelly CartwrightThere's a super basic study in cognitive psychology called the chess study. What they did was compare children who were chess experts with adults who were chess novices on two tasks: memory for chessboard arrangements, and memory for strings of numbers. Both are memory tasks, but one is specific to an area the kids have experience with and the adults do not. What they found — and this was a big deal at the time — is that the children outperformed the adults on chessboard arrangements. Children are not supposed to have better memory than adults, but they did on chess-specific memory. And on memory for letter strings, the adults outperformed the kids, as we would expect. That illustrates this idea of domain-specific or task-specific cognition: the thinking within that task gets better. Over time, playing chess helped those kids get better and better at remembering chessboard arrangements. That doesn't really relate to reading — I'm not saying go out and have people play chess — but within reading, it's requiring you to do a lot of mental work, a lot of mental gymnastics. Being flexible about pronunciations of words — there's something called “set for variability” — or being able to shift between thinking about words' sounds and words' meanings, or being able to hold aspects of text in mind and update them as you continue to make your way through. That's reading-specific working memory.So, if I'm doing an intervention that helps to strengthen the kinds of reading-specific executive skills, or the way executive skills show up within reading, that's going to help the child's reading — and also their executive skills within reading. But if I put a child over here on a working memory task that looks kind of like that Simon game we used to play as kids, where you're pushing buttons to remember sequences of tones — that's not going to help reading. It might help them remember sequences of colored buttons, but it's not going to transfer. The field went for a while, when executive functions and reading were shown to be related, toward: let's do executive function interventions, have them do computerized tasks, and it will transfer to reading. But we're not seeing that happen, because the work was being done in separate areas. When educators can identify the ways that working memory shows up within reading — like inference-making, or the flexibility we've talked about, or inhibiting inappropriate word meanings for context — and then intervene in those things to strengthen both the executive skills and the reading skills, then both improve.Matt RenwickWhen you talk about that, what comes up for me is “neurons that fire together wire together.” Is that why we see that?Kelly CartwrightI don't have all the data we need yet, but we know that reading interventions strengthen connectivity in the reading network. And we know that executive function networks help to connect up the hubs in the reading network in the brain. In a sense, yes, you're having them fire together — just like an intervention for a child with dyslexia. They need more explicit, systematic phonics instruction to get that letter-word form area in the visual cortex — that part of the brain we repurposed to become reading brain — to build up. When we give them more practice, it improves the connections and the processing. Interventions change brains, yes. But we do need more work to really say definitively, here's study after study. We don't have all of that yet.Matt RenwickI'm thinking about kids who have gone through a very isolated phonics intervention and come out as good word callers, but their comprehension hasn't kept up. It seems like a similar issue — we want the bridging processes, we want to bridge these activities so that kids are fully growing as readers.Kelly CartwrightThat brings up something for me, just thinking about reading difficulties. Dyslexia is one — those kids have word-reading difficulties. But the kids we typically call “word callers,” where they sound like great readers and fly under the radar because they sound awesome — the teacher hears them and thinks everything's going well, and then the end-of-grade assessment comes and they can't comprehend, and you're like, what's going on? Those children are children where executive skills show up as a difficulty. Kids with dyslexia also have executive skill difficulties, in different ways.A recent meta-analysis by Rick Wagner and colleagues at the Florida Center for Reading Research looked at kids with great word-reading ability but surprisingly poor comprehension. Using the Simple View framework, they examined how much word recognition and language comprehension contribute to reading comprehension for these kids. Those two buckets of skills explain about half of the variance in reading comprehension, and what they concluded was: there's got to be something else. We know that these students have executive skill difficulties — study after study shows it. This work matters for educators because, historically, we haven't known what to do with those children. You know what to do when they can't read the words. But when they can read the words and comprehension just isn't happening — executive skill-infused instruction helps these kids in ways that typical instruction sometimes does not.Matt RenwickAnd this is an equity issue. You mentioned that low socioeconomic status has an influence on executive functioning as well. I mean, I'm thinking about schools and their intervention banks — they're almost 100% either language comprehension or word recognition interventions. We are really potentially missing a lot of kids if we're not thinking about executive functioning.Kelly CartwrightAnd you said “either-or,” and that points to some new work that's coming out. I'll point to one particular study — Austin and colleagues out of University of Texas at Austin. They did an intervention study with 4th and 5th graders with dyslexia. One condition had 45-minute intensive phonics lessons — a series of lessons with multisyllabic words — and students learned to decode those words to fluency. The other group, randomly assigned, had 25 minutes of explicit phonics instruction for the same series of lessons, but also 20 minutes of meaning-focused instruction — so they learned what the words meant and were working with the meanings as well as the decoding. And as you might expect, the students with the multi-component intervention — dealing with both the sounds and the meanings of the words — actually outperformed their peers who received phonics alone. It's important to give kids the opportunities to deal with both at the same time.Matt RenwickWhat steps could an interventionist, or a classroom teacher, take to start redesigning core instruction and interventions with executive functions in mind? What might be a first good step or two?Kelly CartwrightOne way that we approach instruction is to put an anchor chart on the board or have an organizational tool for the child on the desk. There are certain graphic organizers that can help take cognitive load for students, and using them in that way — helping kids put the thinking on the table — really supports kids with working memory difficulties.You can also assess cognitive flexibility. I have an assessment — a Graphophonological Semantic Flexibility Assessment — that measures flexibility in thinking about letter sounds and meanings. It shows how well someone can shift back and forth between the word recognition piece and the meaning-focused piece. Kids and adults who are more flexible in considering both sounds and meanings of words are better comprehenders. Word-calling types of kids, kids with dyslexia, are not good at managing both. It's freely accessible, so that's another thing to think about.Fluency is another area. The way we operationalize and measure fluency — we're looking at rate. Rate just means they can decode automatically. Rate doesn't tell us whether they're also managing meaning at the same time. But prosody, or expressiveness, is harder to measure. We don't always measure it, but that's an indicator that they're weaving meaning together with their decoding. The old school thinking is: you get more automatic with word recognition, and it makes mental space for comprehension. But that doesn't mean you fill that space with comprehension if you don't know how. Matt RenwickSo oral reading fluency by itself may not be enough. It's a screener, but we want to investigate further — especially for our right-to-read states where reading fluency is the primary measure.Kelly CartwrightThere are options for examining prosody and expressiveness, but we don't always do that because it's just harder to assess. When I'm talking to students, I'll talk about it as expressiveness, or using your “movie star voices” and putting the feeling in — but you have to know what the text means to put the feeling in the right way.Matt RenwickLet's talk about a harder part of this conversation. You've expressed your position on the popular science of reading discourse. You note in the Active View of Reading article that popular SoR discourse, as currently practiced, may actually be masking complexity in ways that can hurt kids — particularly kids whose reading difficulties don't fit the decoding-or-comprehension frame. The walls come up, egos get hurt, resistance arises. How do you communicate these critiques effectively, so that people are actually hearing them and are willing to be responsive?Kelly CartwrightIt's difficult, because educators have put so, so much time and effort into retooling and learning and understanding. But the science — just like any science — is ever-evolving, and we continue to learn more so we can meet the needs of all learners. If we all share that goal, then we just have to keep working toward figuring out why all learners aren't growing the way we expect them to.If we're teaching word recognition over here and language comprehension over there in different parts of the school day, and not giving students the opportunity to put them together — to bridge them, as we know skilled readers need to do — then that doesn't help them do what they need to do as skilled readers. We're not equipping them in the same way. Like the Austin intervention study with 4th and 5th grade students with dyslexia: the ones who had the opportunity to deal with explicit, systematic phonics instruction and meaning did better on all of the outcome measures than the students who got the explicit systematic phonics instruction alone. If we look at word recognition and language comprehension, we'd say, “Oh, those kids need word recognition!” But the word recognition alone didn't lift them up as much as helping them learn to do that alongside other things. We have to look at the data on the kids and what they need, and try to avoid compartmentalized thinking. We need more work on multi-component interventions.Matt RenwickSharing the research and being a learner yourself. I've found similar results where I've shared a study, and the response is usually not defensive — it's more like, “Okay, I'll think about it,” and then they circle back around and I do see change in their practice. They may not admit that what they did in the past was not as effective, but I would agree: just share the research and be a learner. So, fun question to close things out. What are you reading right now?Kelly CartwrightI always have a fiction book on my bedside table — that's my break at the end of the day. I may only read two sentences and fall asleep, as we do sometimes. A literacy professor friend recommended a book titled This Book Made Me Think of You by Libby Page. It's great — I highly recommend it. I haven't finished it yet, but it's a great book.Matt RenwickI'm writing that down. I am reading Project Hail Mary. It just came out as a movie — science fiction. It's one of those “we gotta save the planet” kind of books. I always try to read the book before I see the movie, because once I see the movie, I picture that person as the character.Kelly CartwrightYou want to develop your own visual imagery — yes.Matt RenwickYes. Debra, what are you reading?Debra CrouchI am reading a book called How We Grow Up by Matt Richtel. It's all about adolescence and all the science and research coming out now about the brain. He's got some really interesting things to say, and he's just a fabulous writer — it doesn't matter what his topic is, I will always read him.Matt RenwickI'll put them in the notes. Well, thank you, Kelly, for being here. This was really informative. You read what someone writes and studies, but to hear them explain it is super helpful. I'm imagining your students really appreciate your instruction. Thank you for being here.Kelly CartwrightThank you so much. It was a pleasure. This is a public episode. If you'd like to discuss this with other subscribers or get access to bonus episodes, visit readbyexample.substack.com/subscribe

Many children with ADHD know exactly what they're supposed to do but still struggle to do it. That frustrating gap between knowing and doing is one of the most misunderstood parts of ADHD, and it can leave parents feeling confused, exhausted, and questioning their child's behavior. In this episode, Dana Kay sits down with ADHD parenting expert and coach Cindy Goldrich to unpack what's really happening in the ADHD brain when children don't follow through on simple requests. Cindy explains why ADHD is not a problem of knowledge, but a challenge with executive function, and how factors like working memory, hyperfocus, processing speed, and transitions can all impact a child's ability to act. Throughout the conversation, Cindy shares practical strategies that help parents move away from constant reminders and power struggles and instead support their child's developing executive function skills. She encourages parents to shift from seeing behavior as defiance to recognizing the underlying skills that may still be developing. When parents understand the brain behind the behavior, it creates space for more patience, better communication, and stronger connection with their child. LINKS MENTIONED IN THE SHOW Free Gift: First Chapter + Parenting Resources- https://ptscoaching.com/soaring PTS Coaching Website - https://ptscoaching.com Cindy Goldrich Substack - https://adhdparentandteacherexpert.substack.com

The most effective way to support your child's executive function development may be to strengthen your own skills first. Tamar Kahane, Psy.D., explains how ADHD affects executive functioning and shares a practical framework for modeling executive function skills. Resources: Executive Function Training Free Download: Could You Have an Executive Function Disorder? Read: What Is Executive Function? 7 Deficits Tied to ADHD Read: You Can't Train Away ADHD Executive Dysfunction Read: Your Executive Functions Are Weak. Here's Why. Access the video and slides for podcast episode #599 here: https://www.additudemag.com/webinar/parent-child-executive-function-training/ This episode is sponsored by the podcast Hyperfocus with Rae Jacobson. Search for "Hyperfocus with Rae Jacobson" in your podcast app or find links to listen at https://lnk.to/hyperfocusPS!adhdexperts. Thank you for listening to ADDitude's ADHD Experts podcast. Please consider subscribing to the magazine (additu.de/subscribe) to support our mission of providing ADHD education and support.

In this episode, first grade teacher Sarah Oberle and Organized Binder creator Mitch Weathers discuss their new book, Executive Functions for Every K-3 Classroom. They explain how core executive functions—working memory, inhibition, and cognitive flexibility—develop between ages 4-8 and can't be trained like skills. Instead, teachers should design environments that preserve students' limited cognitive capacity for learning.Links:US Book Purchases: Book 1: Executive Functions for Every Classroom, Grades 3-12: Creating Safe and Predictable Learning EnvironmentsBook 2: Executive Functions for Every K-3 Classroom: Promoting Self-Regulation for a Strong StartOutside of the US Book Purchases: Book 1: Executive Functions for Every Classroom, Grades 3-12: Creating Safe and Predictable Learning EnvironmentsBook 2: Executive Functions for Every K-3 Classroom: Promoting Self-Regulation for a Strong StartLinkedIN:Sarah OberleMitch WeathersWebsites:https://sarahoberle.com/https://organizedbinder.com/ Learn more about today's sponsors, Playworks and IXL:We're proud to be sponsored by Playworks, a 501(c)3 nonprofit organization with evidence-based practices that help schools improve the health and well-being of children by increasing opportunities for physical activity and safe, meaningful play.If you're a school or district leader struggling with the challenge of chronic absenteeism, as so many are across the U.S., you may not realize that structured recess is a research-backed approach to keep kids in school. In fact, a UC Berkeley study of Title I schools found that those partnering with Playworks had significantly lower chronic absenteeism rates. Further, Mathematica research demonstrated that Playworks schools spent 27% less time transitioning from recess back to learning, saving teachers valuable instructional time. These results are possible for your students, too. Learn how Playworks can help you improve student-educator relationships, belonging, and attendance by signing up for a quick no-obligation conversation. We're also thrilled to be sponsored by IXL. IXL's comprehensive teaching and learning platform for math, language arts, science, and social studies is accelerating achievement in 95 of the top 100 U.S. school districts. Loved by teachers and backed by independent research from Johns Hopkins University, IXL can help you do the following and more:Simplify and streamline technologySave teachers' timeReliably meet Tier 1 standardsImprove student performance on state assessments

In today's episode, we have the pleasure to interview Michael McLeod, author of The Executive Function Playbook: Building Independence in Kids with ADHDMichael is the founder of GrowNOW ADHD, a Philadelphia-based organization that provides coaching and training for children, teens, and parents navigating ADHD and executive function challenges. Through years of work as a speech-language pathologist and executive function specialist, Michael developed the GrowNOW Internal Skills Model, a framework focused on building the internal skills kids need to develop independence, resilience, and long-term success.In this episode, you'll learn why ADHD is widely misunderstood, why executive function skills are actually the greatest predictor of success in life, and how modern technology and screen exposure may be making the challenges facing today's kids even harder. We also talk about what parents can do to help their children develop self-regulation, motivation, and independence in a world full of distractions.Enjoy this incredible conversation with Michael McLeodTo Learn More about Michael McLeod and buy his book visit: The Book:https://a.co/d/0e7nvfKOWebsite/Socials:https://www.grownowadhd.com/https://www.instagram.com/grownowadhd/

In this episode of the Dyslexia Explored Podcast, hosts Darius Namdaran and Jo Lee speak with Jamie Wace, CEO and co-founder of Talamo, about his late dyslexia diagnosis and how it shaped his path to building an affordable school-based dyslexia screener. Jamie shares how exam access-arrangement testing led to his diagnosis at 15, the impact of working memory challenges, and how strategies like mind maps helped him succeed academically. He outlines Talamo's mission to address the statistic that 80% of dyslexic pupils leave school undiagnosed, describing Talamo's 45-minute, school-delivered screener, reporting for teachers and parents, and plans to expand into executive functioning, maths ability, and dyscalculia. They also discuss entrepreneurship, fundraising stories including Simon Squibb and Octopus Energy's founder, and Talamo's “We Love SENCo's” conference at LSE.This podcast is sponsored by ivvi. Visual Notes for Visual Thinkers.Get ivvi notes now: ⁠⁠⁠https://www.ivvi.app/⁠Links: Ivvi: ⁠https://www.ivvi.app/⁠ what is dyslexia: ⁠https://www.bdadyslexia.org.uk/dyslexia/about-dyslexia/what-is-dyslexia⁠TALAMO: ⁠https://www.talamo.co.uk/⁠  The Gift of Dyslexia by Ronald Davis: ⁠https://a.co/d/0gjRuH1F⁠ SEND: ⁠https://www.gov.uk/children-with-special-educational-needs⁠ SEN Support: ⁠https://www.gov.uk/children-with-special-educational-needs/special-educational-needs-support⁠We Love SENCos- 10th June 2026: ⁠https://tinyurl.com/welovesenco⁠Talking Dyslexia Podcast: ⁠https://open.spotify.com/show/03rCkmA1LnYgdGmeHQO2Uj?si=b5987990be954bce⁠ Linkedin: ⁠linkedin.com/in/jamiewace⁠IG @Talamo: ⁠https://www.instagram.com/talamo⁠ Access to Work info -⁠ https://www.gov.uk/access-to-work⁠Executive Function: ⁠https://goodsensorylearning.com/blogs/news/tagged/executive-functioning⁠BETT Show:⁠ https://www.bettshow.com/⁠ British Dyslexia Association: ⁠https://www.bdadyslexia.org.uk⁠Interested in being a guest? Email us at ⁠⁠jo@ivvi.app⁠

In the latest episode of Executive Function, Brett is joined by Jeremy Epling, CPO of security and compliance platform Vanta. Jeremy details his career journey, unpacking what it took to make the jump from tenured Microsoft executive to startup CPO. He also shares hard-won insights: how to maintain shipping velocity as headcount explodes, how to manage performance without the safety net of big-company process, and what it means to run a product org where the buck truly stops with you. In today's episode, we discuss: The mindset shift that made Jeremy's transition to startup CPO work Why it's essential for the CPO to stay connected to details The rule to ensure teams ship fast while growing quickly Why rigid hierarchies derail quality decision-making How Jeremy uses open office hours for the entire company References: Christina Cacioppo: https://www.linkedin.com/in/ccacioppo/ Dropbox: https://www.dropbox.com GitHub: https://www.github.com Ironclad: https://www.ironcladapp.com Jensen Huang: https://www.linkedin.com/in/jenhsunhuang/ Lovable: https://lovable.dev Microsoft: https://www.microsoft.com Nat Friedman: https://www.linkedin.com/in/natfriedman/ NVIDIA: https://www.nvidia.com Span: https://www.span.app/ v0: https://v0.dev Vanta: https://www.vanta.com Where to find Jeremy: LinkedIn: https://www.linkedin.com/in/jeremy-epling-j40/ Twitter/X: https://x.com/jeremy_epling Where to find Brett: LinkedIn: https://www.linkedin.com/in/brett-berson-9986094/ Twitter/X: https://twitter.com/brettberson Where to find First Round Capital: Website: https://firstround.com/ First Round Review: https://review.firstround.com/ Twitter/X: https://twitter.com/firstround YouTube: https://www.youtube.com/@FirstRoundCapital This podcast on all platforms: https://review.firstround.com/podcast Timestamps: 00:00 Introduction 00:09 Why most big-tech executives fail at startups 05:38 Great product leaders stay in the details 09:21 The biggest mindset shift from VP to CPO 16:24 Revenue and product teams are always at odds 18:00 The key to a quality CPO and CRO relationship 23:21 Stop making your team fetch rocks 25:54 Who ultimately oversees the quality bar? 32:27 Why rigid hierarchies kill great companies 36:38 How to leave actionable, detailed feedback 38:55 Great CPOs should avoid comfort metrics 47:27 A glimpse into Jeremy's working week 49:07 The case for weekly 1:1s 55:13 Why ICs are the unsung heroes of a company 58:25 Jeremy's most formative career moments 1:07:55 The hardest skills Jeremy had to learn 1:09:31 Why great managers know when to push

Why do some students sit and do “nothing” when we give them plenty of time to work, and why does “just get to work” rarely change anything? In this episode of Aspire to Lead, Joshua Stamper talks with executive function coach Carrie Bonnett about task initiation as a teachable brain based skill rather than a character flaw. Drawing on her years as a middle and high school teacher and her current coaching practice with students, families, and schools, Carrie explains how to reframe “procrastination,” “laziness,” and “defiance” as executive function challenges that show up when tasks feel boring, overwhelming, or too big.​ Carrie shares practical strategies from her free Task Initiation Toolkit, including chunking work by task and by time, using timers as “dopamine tools,” and making the invisible visible with clear routines and visual cues so the environment does more of the prompting than the adult. She also offers concrete language shifts educators can use, such as moving from “You are lazy” to “Your brain struggles with getting started,” and shows how small changes in how we talk about brains, motivation, and “stuckness” can transform classroom culture, family dynamics, and student confidence. About Carrie Bonnett Carrie Bonnett is a veteran teacher, lifelong list-maker, and Executive Function coach based in Bend, Oregon. She works with students and families around the country using a practical, no-shame, brain-first approach that empowers students to thrive, helps parents and teachers better support them, and gives adults tools to stay on top of all that life requires. In addition to coaching, Carrie creates digital resources—including her signature course Get the Brain on Board and a series of No-Shame Guides for Parents—and provides brain-based workshops and trainings for parents, teachers, and other professionals. She is also an adjunct instructor at the University of Portland, where she supports early-career teachers. Follow Carrie Bonnett Website: www.carriebonnett.com Instagram: https://www.instagram.com/coachcarriebonnett/ Facebook: https://www.facebook.com/coachcarriebonnett Linkedin: www.linkedin.com/in/carrie-bonnett YouTube: https://www.youtube.com/@carriebonnett Free Task Initiation Toolkit for parents and teachers: www.carriebonnett.com/toolkit -- NEW Aspire to Lead Cohort: Join the April 1st Launch Ready to move from teacher to administrator? The Aspire to Lead Cohort is a monthly leadership program designed for educators pursuing administrative roles. Get expert training, peer accountability, interview prep, and a clear roadmap to advance your career. December 1st cohort launching soon. Limited spots available. READY TO JOIN? Apply for the Aspire to Lead Cohort: https://bit.ly/47xWzIu Limited spots available. Next cohort starts 3/1/26

What if school refusal is not defiance, but a signal? In this episode, we look beneath the surface at the real reasons kids resist school—from executive function challenges and shame, to sensory overload and fear. Learn how to respond with curiosity instead of control, and how to work with your child to build solutions together. Tune in to solve school battles and restore your kid's confidence for learning.What to expect in this episode:Why school refusal is often about overwhelm, not lazinessThe emotional layers of shame, anxiety, and perfectionismSocial stress, bullying, and peer rejection as hidden driversWhy safety and nervous system regulation matter for learningHow to use the ACE tool to open productive conversationsRelated Links: 3 Step Method to ACE Communication with Complex Kids & Teenshttps://impactparents.com/blog/complex-kids/3-steps-to-ace-communication-with-complex-kids-teens/EP114: Curiosity & the Coach-Approach Transformed the Tone of Her Homehttps://impactparents.com/the-coach-approach-to-parenting/ EP138: How Do I Get My Kids to Talk To Me? 4 Communication Toolshttps://impactparents.com/child-communication-tools/ EP207: Rebuilding Trust with Teens: Cleaning the Slate Conversationshttps://impactparents.com/rebuilding-trust-with-teens-cleaning-the-slate-conversations/EP253: Get Curious, Not Furious: A Better Way to Parent Complex Kidshttps://podcasts.apple.com/us/podcast/ep253-get-curious-not-furious-a-better-way-to/id1565976964?i=1000749220683Get your FREE copy of 12 Key Coaching Tools for Parents at https://impactparents.com/podcastgift Connect with Impact Parents:Instagram: https://www.instagram.com/impactparentsFacebook: https://www.facebook.com/ImpactParentsLinkedIn: https://www.linkedin.com/company/impactparentsSponsors"Cognitive Ergonomics from the Inside Out" – A New ADHD InterventionDo you recognize current ADHD interventions fall short? At DIG Coaching, we've developed a groundbreaking field of engineering called Cognitive Ergonomics from the Inside Out. Discover a fresh approach to ADHD care that looks beyond traditional methods.Learn more at www.cognitive-ergonomics.com

In this episode of the Executive Function Braintrainer Podcast, hosts Darius Namdaran and Dr Erica Warren explore the relationship between AI and executive functioning, arguing that as AI becomes more capable, human value will increasingly center on agency and executive skills, setting goals, choosing missions, and directing resources like a conductor leading an orchestra. Darius shares how his tool ivvi (IVVI.app) uses AI to turn meeting audio into live, interactive mind maps for visual thinkers, and the hosts discuss why explicit instruction in executive function skills is becoming essential for students and workers. They examine practical classroom use of AI through a case example of a student who resists AI but benefits from using NotebookLM to study more efficiently by compiling answers from slides, generating podcasts, mind maps, flashcards, and practice tests, while still learning content. The conversation also considers how future AI agents could support complex real-world tasks, such as parents advocating for children with dyslexia, by tracking education plans, drafting communications, tutoring homework, and supporting routines, and emphasizes that benevolent outcomes depend on how people choose to use these tools. The episode closes with a call for cognitive flexibility and “fatalistic optimism,” framing AI's growth as inevitable and encouraging listeners to build executive function to navigate and shape what comes next.Links:Optimus: https://www.tesla.com/en_eu/AIAI Agents: https://cloud.google.com/discover/what-are-ai-agents   Elon Musk on AGI Timeline, US vs China, Job Markets, Clean Energy & Humanoid Robots | 220:  https://youtu.be/RSNuB9pj9P8Executive Functioning Coaching Course: ⁠https://www.learningspecialistcourses.com/courses/teaching-EF-and-study-strategies⁠Executive Functioning Resources: ⁠⁠⁠https://goodsensorylearning.com/collections/executive-functioning-skills-training⁠⁠⁠Executive Functioning Assessments:⁠⁠⁠⁠ https://goodsensorylearning.com/search?type=product&q=EFCA⁠⁠⁠⁠Inner Voice:⁠⁠⁠⁠⁠⁠⁠ ⁠⁠⁠⁠https://goodsensorylearning.com/blogs/news/inner-voice-app⁠⁠EF Student Coaching with Erica:⁠⁠⁠⁠ https://learningtolearn.biz/⁠⁠⁠⁠EF Adult Coaching with Erica:⁠⁠⁠⁠ https://dropintoyourbestself.com/coaching⁠⁠⁠⁠Brought to you by:⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://ivvi.app⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://goodsensorylearning.com⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠https://learningspecialistcourses.com⁠⁠⁠⁠⁠⁠https://goodsensorylearning.com/products/executive-functioning-coaching-assessment

ADHD is not a motivation problem. It is a skills and systems problem. Parenting a child with ADHD and executive function challenges can feel like living inside a never-ending loop of forgotten water bottles, missing homework, and mornings that go off the rails. It is easy to assume kids are not listening, not trying, or do not care. In this conversation, Gabriele and ADHD expert and parent coach Cindy Goldrich zoom out from "he is just lazy" and "she should know better by now" and look at what is really going on in the brain. Cindy explains executive function as "how you do what you intend to do," and why challenges in this area are about skills, not character. Together, they explore what it means to believe that kids do well when they can—and how that belief changes the questions we ask, the systems we build, and the way we respond when things go sideways. Key Takeaways Executive function is about doing, not knowing. Executive function includes working memory, processing speed, task initiation, planning, organization, emotional regulation, flexibility, and self-talk. It is the "how you do what you intend to do," not how smart you are. You cannot be diagnosed with "executive dysfunction," but it still matters. Executive function is not a DSM diagnosis. It is a description of how the brain manages tasks and emotions—and it can be assessed and supported even without a formal label. ADHD and executive function are deeply connected. If a child has ADHD, they will have executive function challenges by definition. The reverse is not always true, but it explains why "just try harder" never works for ADHD brains. There is no relationship between speed and intelligence. A child can have a very high IQ and very slow processing speed. When adults equate fast responses with intelligence, slower thinkers are often stressed, misunderstood, and underestimated. Stress shrinks the brain's thinking space. Cindy uses the image of a balloon to describe cognitive space. Stress, pressure, and time limits push the air out, making it harder for kids to access the skills they already have. "Kids do well if they can" changes everything. When a child is not following through, curiosity opens the door to problem solving. Blame slams it shut. Patterns are gold for problem solving. "He always" and "she never" are clues that a pattern exists. That is your cue to step back when things are calm and build better systems. Consequences without tools are not helpful. Punishment without skill-building is like asking a chain smoker to quit instantly without support. Boundaries matter, but tools and systems must come first. Inconsistency is part of ADHD. Kids with ADHD may succeed one day and struggle the next. That does not mean they are choosing to fail—their brain, energy, or environment has changed. Parents need compassion too. Many parents of ADHD kids also have ADHD themselves or years of internalized shame. Seeing ADHD as a brain difference creates room for healing on both sides. Free Resource from Cindy Cindy has put together a generous free resource for Complicated Kids listeners: https://ptscoaching.com/free-gifts/?utm_source=complicatedkids&utm_medium=podcast&utm_campaign=freegiftspdf On that page, you will find: The introduction to 8 Keys to Parenting Kids & Teens with ADHD: Supporting Your Child's Executive Function A curated set of practical PDFs and tools to help you parent with more confidence, clarity, and connection Direct links to support and training for both parents and professionals About Cindy Goldrich Cindy Goldrich, Ed.M., ADHD-CCSP, is a mental health counselor and internationally recognized expert in ADHD and executive function support. She is the founder of PTS Coaching and the author of 8 Keys to Parenting Kids & Teens with ADHD and ADHD, Executive Function, & Behavioral Challenges in the Classroom. Through her Calm and Connected parent workshops, ADHD Parent Coach Academy, professional trainings, and coaching programs, Cindy has helped thousands of families and educators build calmer, more connected relationships with children who learn and think differently. About Your Host, Gabriele Nicolet I'm Gabriele Nicolet—toddler whisperer, speech therapist, parenting life coach, and host of Complicated Kids. Each week, I share practical, relationship-based strategies for raising kids with big feelings, big needs, and beautifully different brains. My goal is to help families move from surviving to thriving by building connection, confidence, and clarity at home. Complicated Kids Resources and Links

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When follow-through keeps breaking down, the answer isn't planning harder. In this episode with ADHD coach Jeff Copper, we unpack why executive function struggles come from ambiguity, not lack of effort, and why direct conversation is a powerful accommodation. Press play to learn what actually helps kids and adults with ADHD move from planning to action.What to expect in this episode:Why people with ADHD struggle to execute plans even when the goal is clearHow ambiguity, not laziness, disrupts follow-through and problem-solvingWhat executive functions really are and how they operate as cognitive toolsThe power of direct conversation for improving clarity, focus, and emotional regulationADHD accommodations that are practical and often hide in plain sightAbout Jeff CopperJeff Copper, cognitive engineer and ADHD coach, is founder of DIG Coaching Practice and host of Attention Talk Radio and Video. He developed Cognitive Ergonomics From the Inside Out™, a new ADHD intervention using an engineering approach to address executive function challenges. Jeff holds an MBA from the University of Tampa and credentials from ICF, PAAC, ADDCA, and CTI. A member of ADDA, ACO, CHADD, PAAC, and ICF, he received ACO's 2022 Professional Excellence Award. His work continues to innovate and redefine ADHD coaching through practical insights and a focus on how minds truly work. Connect with JeffWebsite: DIG Coaching PracticeInstagram: @dig.coachingFacebook: DIG Coaching PracticeX: @digcoaching Related Links: EP92: Pushing the Reset Button to Solve Problems Collaboratively https://impactparents.com/solve-problems-collaboratively/ EP138: How Do I Get My Kids to Talk To Me? 4 Communication Tools https://impactparents.com/child-communication-tools/ EP172: Parenting Paradox: Avoid ‘Fix-It Mode' for Better Problem-Solving https://impactparents.com/avoid-fix-it-mode-parenting/ EP207: Rebuilding Trust with Teens: Cleaning the Slate Conversations https://impactparents.com/rebuilding-trust-with-teens-cleaning-the-slate-conversations/Get your FREE copy of 12 Key Coaching Tools for Parents at https://impactparents.com/podcastgift Connect with Impact Parents:Instagram: https://www.instagram.com/impactparentsFacebook: https://www.facebook.com/ImpactParentsLinkedIn: https://www.linkedin.com/company/impactparentsSponsors"Cognitive Ergonomics from the Inside Out" – A New ADHD InterventionDo you recognize current ADHD interventions fall short? At DIG Coaching, we've developed a groundbreaking field of engineering called Cognitive Ergonomics from the Inside Out. Discover a fresh approach to ADHD care that looks beyond traditional methods.Learn more at www.cognitive-ergonomics.com

This episode digs into the evolving understanding of ADHD and what it really means to parent with collaboration, connection, and support at the center. My guest is Cindy Goldrich, an internationally recognized expert in ADHD and executive function support and the author of 8 Keys to Parenting Kids & Teens with ADHD, a compassionate, research-informed guide that she's just updated for today's families. In our conversation, Cindy and I talk about why traditional approaches to ADHD often fall short and how parents can shift from managing behavior to building skills and connection. We also explore the challenges so many families face, what kids with ADHD are actually communicating, and practical, supportive strategies parents can start using right away. About Cindy Goldrich  Cindy Goldrich, Ed.M., ADHD-CCSP, is a mental health counselor, certified ADHD Clinical Services Provider, and internationally recognized expert in ADHD and Executive Function support. She is the founder of PTS Coaching, a leading organization dedicated to training and supporting parents, educators, and allied professionals.Cindy is the author of 8 Keys to Parenting Kids & Teens with ADHD: Supporting Your Child's Executive Function, a compassionate and practical guide grounded in the latest research. She is also the co-author of ADHD, Executive Function & Behavioral Challenges in the Classroom, a widely used professional resource for educators. Through her signature programs—the Calm & Connected: Parenting Kids & Teens with ADHD/Executive Function Challenges® parent workshop series, the ADHD Parent Coach Academy, and the ADHD Teacher Training Academy —Cindy has supported and trained thousands of parents and professionals worldwide. She also provides direct coaching to parents, students, and adults navigating ADHD and Executive Function challenges with empathy and actionable strategies. Known for her warm, engaging presence and practical wisdom, Cindy continues to advocate for a more compassionate, informed approach to supporting those who think and learn differently. Things you'll learn from this episode   How reduced stigma and a deeper understanding of neurodiversity are reshaping the ADHD conversation for families and schools Why parenting the child you have means recognizing their unique needs, strengths, and developmental pace How collaborating with kids can reduce power struggles and build self-awareness and confidence Why enabling and supporting are fundamentally different—and how teaching skills fosters true independence How prioritizing connection over correction leads to healthier, more resilient parent–child relationships Why focusing on potential and creating low-stress zones can positively transform family dynamics Resources mentioned Cindy Goldrich's PTS Coaching website 8 Keys to Parenting Kids & Teens with ADHD: Supporting Your Child's Executive Function by Cindy Goldrich ADHD, Executive Function & Behavioral Challenges in the Classroom by Cindy Goldrich Cindy Goldrich on LinkedIn Cindy Goldrich on Instagram Cindy Goldrich on Facebook Free Download for Tilt Pre-order 8 Key to Parenting Kids & Teens with ADHD Learn more about your ad choices. Visit podcastchoices.com/adchoices

Welcome back to part 2 of the Gold Standard of Care!If you did not hear part one, go back to January 19th to hear the panel introductions and what we believe is the Gold standard of care! We talk through some myths and stereotypes and share some truths about autism/neurodiversity and marriage.Jeremy tackles: Should you force a neurodivergent partner to undergo assessment?Barbara: Neurodiversity is not the ONLY issue in your marriage.Jenilee: Autism can express itself differently in girls/womenRobin: Emotional Regulation is part of Executive Function and is not a character issueShawna: It is a fallacy that ND people should be encouraged to watch porn to learn how to have sex or whattheir spouses would like in their intimate lifeDan: While you may never achieve the level of empath as an ND/AS husband, you can become more relationalStephanie: What is the cause of autism? How to read research critically.The study Dr. Stephanie mentions that holds a high standard of research credibility: Association of Genetic and Environmental Factors With Autism in a 5-Country Cohort

(2019)FULL study available: journals/jamapsychiatry/fullarticle/2737582

Executive function strategies Kindergarten through 3rd grade teachers can implement today. Dr. Sarah Oberle shares science-backed ways to support working memory, inhibition, and focus in the classroom. Dr. Sarah Oberle is a primary educator and cognitive science expert whose upcoming book, Executive Functions for Every K-3 Classroom, translates learning science into practical classroom strategies. In this episode, she breaks down the six executive functions developing in young children and explains why they matter more than content knowledge for student success. In this episode, you'll learn: The six executive functions and how they develop in K-3 students (core vs. higher-order) Why working memory is more limited than most teachers realize — and how to offload it with visual reminders, brief instruction bursts, and student-created notations How inhibition affects not just behavior but also attention and focus Why your classroom decor and seating arrangement may be taxing executive functions without you realizing it The science behind why music with lyrics creates a barrier to student focus Show notes and resources: https://www.coolcatteacher.com/e927 If you enjoy the 10 Minute Teacher, take 30 seconds to leave a rating! This will help other teachers discover the show. Thank you!

Ever wonder why you can nail that big presentation at work but completely lose it during your kid's meltdown at pickup? You're not alone.In this episode, we dive into the exhausting reality of being two different people—the polished professional at work and the depleted parent at home. If you've ever felt like you're killing it at the office only to fall apart the moment you walk through your front door, this one's for you.We explore why home can actually be harder than work (yes, really), how ADHD makes this split even more challenging, and most importantly, what you can actually do about it. Spoiler: the answer might be simpler than you think, but it's something we resist.In this episode, you'll discover:Why executive functioning skills are often MORE taxing at home than at workThe one thing your brain is desperately craving (and why you feel guilty about it)Simple transition rituals to help you shift from work mode to home modeHow to stop comparing "work you" to "home you"—and why that comparison is unfairIf you're tired of using up all your nice words at work and having nothing left for your kids, this episode will help you understand why it happens and give you practical strategies to change it.Ready to stop scrambling? Book your complimentary Chaos to Calm session.Free Resources:

Get your free 2026 tracker sheet here The 1000 Hours Outside App is on sale for $24.99 on iOs and Android ** If you feel like you're parenting on hard mode right now—especially with ADHD in the mix—this episode is for you. Ginny Yurich sits down with Mike McLeod (GrowNOW ADHD) on launch week for The Executive Function Playbook and The Executive Function Playbook in Action, and they talk about what actually helps when you're worn out from the same battles on repeat. Mike breaks down why more lecturing usually makes it worse, what “use less language” really looks like in real life, and how simple, hands-on tools can build self-regulation, motivation, and independence over time. It's hopeful, practical, and honestly a relief because you walk away with things you can try right away, not just more advice to carry. Get your copy of The Executive Function Playbook here Get your copy of The Executive Function Playbook in Action here Learn more about GrowNOW and all they have to offer here Sign up for Executive Function summer camp here Learn more about your ad choices. Visit megaphone.fm/adchoices

Love this clip? Check out the full episode: Episode #332: Stop Adding to the Planner Graveyard: One Tool to Improve ADHD Time Blindness NOWListen to the full conversation in the original episode HERE.See Privacy Policy at https://art19.com/privacy and California Privacy Notice at https://art19.com/privacy#do-not-sell-my-info.