Cognitive Self-Regulation Executive Functioning

Stops an engaging activity to transition to another less desirable activity with adult guidance and support.

Delays having desires met, such as agreeing to wait turn to start an activity.

Without adult reminders, waits to communicate information to a group.

Refrains from responding impulsively, such as waiting to be called on during group discussion or requesting materials rather than grabbing them.

Maintains focus on activities for extended periods of time, such as 15 minutes or more.

Engages in purposeful play for extended periods of time.

Attends to adult during large and small group activities with minimal support.

Completes tasks that are challenging or less preferred despite frustration, either by persisting independently or seeking help from an adult or other child.

Returns with focus to an activity or project after having been away from it.

Accurately recounts recent experiences in the correct order and includes relevant details.

Successfully follows detailed, multi-step directions, sometimes with reminders.

Remembers actions to go with stories or songs shortly after being taught.

Tries different strategies to complete work or solve problems, including with other children.

Applies different rules in contexts that require different behaviors, such as using indoor voices or feet instead of outdoor voices or feet.

Transitions between activities without getting upset.