Executive Functioning - Processing speed

Provision and/or strategies: approaches, adjustments and specific interventions expected to be made by settings according to the ages and stages of the CYP

Universal

• Understand the impact of processing speed on learning:
  • Recognise that slower processing speed affects pace of thinking, responding and task completion.
  • Understand its impact on reading fluency, maths fluency and written work.
• Be aware that large amounts of information or multi‑step tasks can cause overload.  Support this by:
  • Gaining attention before giving instructions
  • Using clear, simplified and sequenced language, supported by visuals
  • Limiting the number of instructions given at once and present them step‑by‑step
• Reduce cognitive load by:
  • Breaking down tasks into small, manageable chunks with clear endpoints
  • Reducing unnecessary information, copying and complexity
  • Planning adaptations, including increased processing time and reduced task quantity where appropriate
• Support CYP understanding by:
  • Using explicit modelling with aligned verbal explanation
  • Presenting information in multiple formats (visual, verbal, written, practical)
  • Using visual frameworks (e.g. thinking maps, diagrams) to organise information
• Support processing and responding by:
  • Allowing extended thinking time (e.g. pause for 10 seconds)
  • Using partner talk or rehearsal time before whole‑group responses
  • Reducing time pressure where possible to improve accuracy and confidence
• Support independence by:
  • Providing structured scaffolds (prompts, cues, worked examples)
  • Using guided practice before independent work
  • Gradually reducing support to build independence
• Support fluency by:
  • Providing regular opportunities for practice and overlearning
  • Revisiting key skills frequently to improve speed and confidence
• Plan your learning environment to:
  • Minimise distractions and maintain a calm, structured environment
  • Support organisation using visual prompts and task breakdowns
• Observe how pace affects performance and adjust teaching accordingly.
• Prioritise quality over speed, ensuring understanding before increasing pace.

Targeted

• Targeted executive function support should be:
  • Explicit - directly teach thinking, attention and self‑regulation processes
  • Structured - scaffolded, sequenced and broken into manageable steps
  • Repetitive - include frequent guided practice and rehearsal
  • Integrated - embedded within curriculum, vocational and real-life contexts
  • Fading - gradually reduce support to build independence
• Identify specific executive function barriers (e.g. attention, initiation, organisation, regulation).
• Use targeted assessment and observation to pinpoint breakdowns in engagement and focus such as:
  • BRIEF2 (Behaviour Rating Inventory of Executive Function)
  • Strengths and Difficulties Questionnaire (SDQ)
  • Attention & Engagement Observation, Leuven Involvement Scale (well suited to Early Years but adaptable)
• Set small, specific, measurable targets, focusing on functional outcomes (e.g. sustaining attention, starting tasks).
• Teach strategies explicitly, rather than relying on environmental adjustments alone.
• Allow additional time, structure and rehearsal opportunities.
• Adapt approaches for stage of development:
  • Early Years: play-based, adult‑guided attention and interaction
  • School age: structured, curriculum‑linked strategy teaching
  • Post‑16: study skills, independence and self-management focus
• Ensure consistency across staff and contexts to reinforce learning.
• Increase frequency of adult check-ins to maintain engagement.
• Be cautious with working memory training programmes:
  • Gains are typically task-specific
  • There is limited evidence of broader impact on learning
• Prioritise reducing cognitive load across all teaching, including:
  • Chunking instructions
  • Using visual supports and prompts
  • Repetition and rehearsal
  • Minimising unnecessary demands
  • Applying these strategies consistently across environments, not just in interventions.