The Executive Function Definitions I Actually Use (and Why)

If you’ve ever Googled “What is executive function?” and walked away more confused, you’re not alone. As an educational therapist specializing in executive function (EF), I’ve seen and worked with dozens of definitions—some helpful, some overly clinical, some way too simplified or vague. Over the years, I’ve trialed these in real conversations with hundreds of clients, families, university faculties, and colleagues to figure out what actually resonates. Here’s my breakdown of the most common EF definitions out there—and the ones I ultimately stick with when working directly with clients.

Context First: Who I Work With

Most of my clients are in their 20s and 30s (and beyond), most of them BIPOC, LGBTQ, neurodivergent, or navigating multiple systems that weren’t designed with them in mind. For us, EF challenges aren’t just about personal productivity—they're tied to the environments we’re in and the systems we’re up against.

That’s why my 1:1 coaching approach focuses on both internal tools (like prioritizing, reflecting, planning) and external realities (like work cultures, financial instability, or masking burnout). I’m not interested in hyperindividualist “fix your brain” narratives. You can have some pretty strong executive function skills, but if you're applying them to misaligned goals or unjust circumstances, the return on that investment is low.

On to the definitions…

The best entry point for school-based EF conversations.

“Executive skills refer to the brain-based, cognitive processes that help us regulate behavior, make decisions, and achieve goals… [including] planning, task initiation, inhibition, working memory, and more.” —Dr. Peg Dawson & Dr. Richard Guare

My paraphrase for clients: Executive skills are a group of mental skills that help us stay organized, make good decisions, and follow through on tasks. When these skills aren’t working well, things like getting started, staying focused, or finishing work can feel a lot harder than they should.

Why it works:

• Provides a digestible list of skills

• Gives students simple language to describe how their EF shows up for them

• Maps easily onto school behaviors and supports

• Offers a great entry point for understanding how EF impacts academics

Where I use it: With middle/high schoolers, parents, and educators in academic contexts. It’s especially useful in IEP or intervention meetings where structure and labels help guide support.

Where I’m cautious: While it doesn’t fully capture the complexity of executive function in adult life or account for systemic and identity-based factors, it serves as a reliable foundation—especially in academic contexts. It’s particularly approachable for school-based settings and parent-friendly conversations. As a starting point? Solid.

The one that explains why EF feels so hard sometimes (or all the time, tbh).

“Executive function is self-regulation. Self-regulation* is the self-direction of action to change one’s behavior in order to achieve a future goal—even when it’s hard or delayed.” —Dr. Russell Barkley

*Self-regulation: self-awareness, inhibition, nonverbal working memory, verbal working memory, emotion regulation, motivation regulation, planning/problem-solving

My paraphrase for clients: Executive function is how we manage ourselves now to create better outcomes later. It’s effortful—but it’s also how present-you shows up for future-you.

Why it works:

• Frames EF in terms of future-oriented behavior

• Acknowledges the effort and cost of regulation

• Explains why EF matters in the long run

Where I use it: When clients feel frustrated by how hard things feel, this model helps normalize the why behind the struggle. Also helpful for building self-compassion—especially for folks navigating long-term goals under tough conditions.

The go-to definition that explains what EF actually does.

“Executive function is the ability to get things done—from recognizing a need, planning, and problem-solving, to completing and evaluating a task.” —Niamh Garvey

My paraphrase for clients: Executive function is how we move from ‘something needs to get done’ to actually getting it done—and then learning from it. It’s the process your brain uses to plan, adapt, and follow through, step by step.

Why it works: 

• Hits the sweet spot between accurate and accessible. 

• Great for breaking EF into a clear, teachable process that clients can visualize and engage with.

Where I use it: With clients who benefit from step-by-step clarity around what EF actually does. Great for building shared language during goal-setting or skill mapping.

The one that shaped how I understand EF as a deeply personal, lifelong developmental process.

“Executive functions represent neural mechanisms in the brain that enable the Self-Regulation of perceptions, feelings, thoughts, and actions… including Self-Realization and Self-Determination.” —Dr. George McCloskey

My paraphrase for clients: Executive function is how we regulate our thoughts, feelings, and behaviors so we can respond with intention. It’s what helps us become more of who we want to be—not just get things done, but understand why we’re doing them and who we’re doing them for.

Why it works:

• Deeply comprehensive and conceptually rich 

• Integrates regulation, self-awareness, and identity development

• Reflects the real-life complexity of EF across contexts and time

• Especially useful for nuanced or non-linear EF profiles in clinical work

Where I use it: It’s not light reading, but it’s dense with insight. I discuss McCloskey’s concepts every time I present or discuss EF colleagues, clinicians, or clients who want to deeply explore EF as a developmental, multidimensional process. 

The one that grounds my entire practice (my own definition)

“Executive function is the mental toolkit we use to manage our actions—so we can follow through on our intentions, meet our responsibilities, and build a life aligned with our values.” —My definition

I created this definition to fill a gap I saw in others. Most describe what executive function is or how it works, but few address the deeper question: What is it for? What does improving EF actually help us do?

Why it works: It bridges function and purpose. It resonates with clients navigating identity, burnout, or life transitions—especially those who feel like they’re constantly falling short by someone else’s standards. It invites them to define success on their own terms and apply EF strategies in service of what truly matters.

Where I use it: With clients of all ages—especially when we’re exploring not just how to get things done, but how to get the right things done in alignment with their values, energy, and capacity.

There’s no one perfect definition of executive function—but the most useful ones go beyond describing what it is. They help us understand why it matters and how it supports the lives we’re trying to build.

In my coaching work, the most meaningful executive function growth doesn’t come from squeezing out more productivity—it comes from aligning action with values. It comes from living more authentically. That means building systems that support the version of ourselves we’re growing into, not just the one who performs for others’ expectations. It also means learning to navigate external pressures with care: owning what’s ours to work on, and choosing—intentionally—where to invest our energy.

Because in the end, executive function isn’t just about doing more. It’s about doing what matters, in a way that honors who we are and who we’re becoming.