Executive Function in Autism and ADHD: Classroom Supports
Learn what executive function is, how it shows up in autistic students, students with ADHD and students with learning differences, how to notice and describe needs, and which classroom supports help students get started, stay organized, handle change and become more independent.
- 2 CE Hours
- 4 Modules
- Narrated Video Lessons
- Self-Paced
- Certificate on Completion
Watch a free preview: Module 1
See how the course teaches before you enroll. This 7-minute video covers the three core executive function skills, why executive function is not the same as intelligence or effort, and how to spot the hidden demands inside everyday classroom tasks.
Course Overview
Executive function is the set of mental skills students use to manage themselves: holding directions in mind, stopping an impulse, shifting gears and planning their work. Challenges with these skills are common in autism, ADHD and learning differences, and a 2024 review of 180 studies found similar executive function delays across most neurodevelopmental conditions. That means the same classroom supports often help many students at once.
This course is written for teachers. It focuses on what you can notice and do in your own classroom, with or without a diagnosis on file: describing what you see, trying simple supports, teaching executive function skills directly and fading supports as students grow.
Each module includes a narrated video, short readings from trusted sources, and interactive classroom scenarios with feedback. The course ends with a final assessment and a certificate of completion.
Learning Objectives
When you finish this course, you will be able to:
- Describe executive function and its core skills (working memory, inhibition and cognitive flexibility) in plain language.
- Explain how executive function challenges show up in autism, ADHD and learning differences, and why supports should match needs rather than labels.
- Recognize executive function demands in everyday classroom tasks and the moments when students struggle most.
- Write specific, useful observations that include what helps, and know when to bring a concern to your team.
- Use classroom supports for organization, starting and finishing work, flexibility, time and working memory, and fade them to build independence.
Course Modules
Four modules move from understanding executive function to noticing needs and putting supports in place.
How to Complete This Course
- Watch the module video Each module opens with a short narrated video.
- Complete the readings and activities Work through each part’s reading and classroom scenarios, then review the takeaways.
- Complete all four modules Move through the modules in order; each builds on the one before.
- Pass the final assessment Score at least 80%. Retakes are unlimited.
- Download your certificate Your certificate lists the course, completion date, CE hours and presenter.
Continuing Education Hours
Online, self-paced
Your certificate documents the course title, completion date, hours and presenter. Educators are responsible for confirming that this course meets the requirements of their state education agency, school district or certifying organization.
IBCCES certification holders: this course is focused on autism and covers executive function supports for autistic students in the classroom. Keep your certificate with your renewal records; IBCCES decides which hours it accepts.
Who This Course Is For
Classroom teachers (PreK–12), special educators, paraprofessionals, educational diagnosticians, counselors and administrators who support autistic students, students with ADHD and students with learning differences.
Course Instructor
Jaime Flowers, Ph.D., NCSP, LEP, BCBA
School psychologist and board-certified behavior analyst
Educator CE
Course Information
- Level: Introductory to intermediate
- Format: Self-paced online course with narrated video, readings and interactive activities. No live sessions.
- Access period: 1 year from enrollment.
- Instructor and content developer: Jaime Flowers, Ph.D., NCSP, LEP, BCBA
- Conflict of interest: Dr. Flowers owns Educator CE and receives revenue from course sales, including this course. No other relevant financial or nonfinancial relationships are reported.
- Commercial support: None.
- Accessibility: Need an accommodation? See our Accessibility & Accommodations page.
- Questions or complaints: See our Complaint & Grievance Procedure.
Limitations
This course builds awareness and practical classroom skills. It does not train participants to diagnose ADHD, autism or learning disorders, or to determine special education eligibility; those decisions are made by qualified professionals and school teams. Research summaries are simplified for teachers, state and district procedures vary, and case examples are simplified for teaching.
Key References
- Center on the Developing Child at Harvard University. (2014). Enhancing and practicing executive function skills with children from infancy to adolescence. https://developingchild.harvard.edu/resources/handouts-tools/activities-guide-enhancing-and-practicing-executive-function-skills/
- Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
- IRIS Center. (n.d.). Executive functions (Part 1): Understanding why some students struggle. Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/ef1/
- IRIS Center. (n.d.). Executive functions (Part 2): Strategies to improve students’ academic performance. Vanderbilt University. https://iris.peabody.vanderbilt.edu/module/ef2/
- Sadozai, A. K., et al. (2024). Executive function in children with neurodevelopmental conditions: A systematic review and meta-analysis. Nature Human Behaviour, 8. https://doi.org/10.1038/s41562-024-02000-9