Unpacking Executive Functions: Your Brain's Command Center and How It Manages Memory in ADHD and Autism
Have you ever felt like your brain has a million tabs open, or you know exactly what you need to do but can't quite get started? Or perhaps you've struggled to recall a memory that feels just out of reach? These experiences often tie back to something psychologists call executive functions. Think of executive functions as your brain's sophisticated "command center" or its "management team." These are the higher-level cognitive skills that help you plan, organize, manage your time, control impulses, regulate emotions, and remember things to effectively achieve your goals. Essentially, they bridge the gap between knowing what to do and actually doing it.
When these executive functions don't work as smoothly as they could, it's called executive dysfunction. This can manifest differently between individuals, and while there are some shared challenges, people with ADHD and Autism often experience executive dysfunction in unique ways. While we all experience sporadic episodes of forgetfulness or lose track of time every now and then, the types of challenges those with ADHD and Autism have with their executive functioning are chronic.
Executive Dysfunction in ADHD: The "Doing What You Know" Challenge
For individuals with ADHD, executive dysfunction is often described as a "disorder of converting intentions into actions" or "applying abilities consistently". It's not about a lack of knowledge, but a struggle with consistent performance. Key areas impacted include:
• Time Management and "Future Myopia": Planning for future events can be difficult because they don't seem real or urgent until the last minute, leading to what some call "time blindness". This can result in periods of apparent apathy followed by frantic scrambling as deadlines approach.
• Motivation: There's often a struggle to initiate or sustain effort on tasks that aren't inherently interesting, even if they are important. Conversely, individuals with ADHD might experience "hyperfocus" on tasks they find stimulating. Bouncing back and forth between these two states can create the illusion that someone only wants to do what is fun, which is not an accurate or a fair statement for those with ADHD. I have seen many parents over the years cite their child’s intense interest in video games as proof that they can focus and therefore rules out ADHD. I have to explain to them that video games are designed to constantly reward attention, which keeps them interesting and engaging. Doing the dishes, on the other hand…
• Inconsistency: Performance can be highly variable across different times, activities, and circumstances. Success on one day doesn't guarantee success the next. Many people with ADHD have shared with me their frustration over the rush they get after completing a day’s worth of work in 4 hours while the next day’s basic tasks are a struggle to get through.
• Impulsivity and Attention: Difficulties in controlling impulses (actions, words, and emotions) and sustaining attention, especially when not interested, are hallmarks of ADHD. The connection between the brain regions that govern knowing and doing is weak, which often manifests as acting without thinking it through. This is one of the reasons why it is so important to break multi-step directions into smaller chunks—directives to “clean your room” will likely fail.
Executive Dysfunction in Autism: Processing and Communication Differences
For autistic individuals, executive dysfunction is also a recognized challenge, but it is often rooted in neurodevelopmental differences that impact how information is processed and how one interacts with the world. This can look like:
• Processing Time and Rigidity: There's often a need for more time to process information and a struggle with unexpected changes or organizing multiple steps. Visual instructions can be very helpful as auditory information can be difficult to process for many on the Autism Spectrum. This is why it is important to undergo hearing tests as a child when Autism is suspected.
• Sensory Modulation: Differences in processing sensory input (sights, sounds, smells, textures, internal body feelings like hunger or thirst) can significantly impact daily functioning and self-regulation. Over or under-stimulation can lead to challenges, as it can be hard to follow instructions that are being presented while someone is overwhelmed by their neighbor’s cologne, conversation, or both.
• Communication Style: Autistic individuals may interpret language very literally. Communication breakdowns between autistic and non-autistic people often stem from differing communication styles, sometimes referred to as the "double empathy problem," rather than a deficit on the part of the autistic person. Traditionally, difficulties in social interaction were often attributed to autistic individuals having an impaired "theory of mind"—the ability to infer the intentions or feelings of others. However, the double empathy problem proposes that misunderstanding goes both ways. It suggests that when people with very different experiences of the world interact, both autistic and non-autistic individuals may struggle to empathize with or understand each other.
• Repetitive Behaviors and Stimming: What may appear as repetitive actions or thoughts might actually be a way for an autistic person to regulate themselves or communicate. In some cases, a person might become "stuck in a movement" due to a condition like autistic catatonia, even if they want to move or follow instructions.
The Critical Link Between Executive Dysfunction and Memory
Memory is deeply intertwined with executive functions, particularly working memory and prospective memory.
• Working Memory: This is your brain's "short-term scratchpad" or "RAM". It's where you temporarily hold and process information needed for the task at hand. If your working memory is struggling, it's hard to follow multi-step instructions, remember what you're doing mid-task, or recall information you just heard. Both ADHD and Autism can impact working memory, making it difficult to keep track of information "in the moment". Strategies like writing things down, reducing distractions, and making important information stand out can help compensate (which is why you’ll continue to see the bold text sprinkled throughout my entries).
• Prospective Memory: This refers to your ability to "remember to remember" something at a specific time in the future. For instance, remembering to send an email at 3 PM or pick up groceries on the way home. Executive dysfunction can make this challenging, leading to forgotten appointments or missed tasks. Relying on external reminders like alarms, schedules, and visual cues becomes crucial. Many smart phones now have a feature where you can type a message now and have it sent later, which is a great tool for those with ADHD who want to share something with someone they love at 3:00 am but don’t want to wake them!
Beyond ADHD and Autism, spikes in anxiety can have a significant impact on executive functions, including memory recall. A chronic state of threat can lead to poor memory recall and difficulty with impulse control and emotional regulation.
It’s important to remember that these challenges are differences in how the brain functions, not a reflection of intelligence or capability. Understanding the specific ways executive dysfunction impacts an individual, and how it connects to their memory, is the first step toward developing effective strategies and supports that empower them to thrive. By focusing on strengths and providing tailored assistance, we can help individuals navigate their unique cognitive landscape. Essentially, if we learn about the people we love and how they see/understand the world, we can more easily speak each others’ languages and learn to thrive together.
