Understanding ADHD and Dysexecutive Syndrome
Your student understands.
He is intelligent.
He wants to do well.
And yet, he gets stuck.
In the classroom, what we see is often the surface:
• He does not get started.
• He forgets the instructions.
• He gets up repeatedly.
• He reacts strongly to mistakes.
With students who have ADHD or a dysexecutive profile, the difficulty is frequently executive:
• getting started
• planning
• inhibiting impulses
• managing time
• regulating emotions
The visible behavior is not the whole story.
The real professional question becomes:
👉 Which executive function is struggling right now?
This change of lens transforms practice.
We move from reacting to analyzing.
From escalating to adjusting.
From frustration to precision.
I am sharing Mini-Guide 1: Understand to act, not to justify — the first guide in a structured series of five:
1️⃣ Understand
2️⃣ Observe
3️⃣ Adjust
4️⃣ Measure
5️⃣ Communicate
Each mini-guide builds on the previous one.
The goal is not to label. The goal is to act with clarity and coherence over time.
In this first guide, you will find:
• a clear explanation of executive functions in classroom language
• a quick identification table linking observed behavior to likely functions
• ready-to-use teacher scripts
• a concrete case example with measurable impact
• a simple 5-day testing protocol
This is Part 1 of 5. A starting point. A professional foundation.
You can download it here:
🔗 https://drive.google.com/file/d/1ETgsTDHXn29JiLScKUhxro8X5SJ7XPI4/view?usp=sharing
