13 Executive Functions Assessment NEW!

In this video, I’m going to teach you about the 13 Executive Functions Assessment, which is linked below, and explain why I created it for parents, teachers, and therapists—and why I designed it the way I did. This assessment is very different from anything you’ll find online, and hopefully, it will really help you.

My name is Seth Perler. I’m an executive function coach and speaker. I wear a lot of hats in the executive function world, and I work with very complex students—usually those who are struggling or failing in middle school, high school, or college. We’re trying to figure out how to help someone with executive function challenges.

So what does that mean?

This document is six pages long and very detailed. It will help you get a clear picture of executive function. I’m going to show you exactly how I designed it and why. But first, let’s start with: what is executive function?

This red part of the brain is called the prefrontal cortex (PFC), located right behind your forehead. This is where we believe executive function takes place. This part of the brain helps us get important things done.

What I did with this resource is create something that helps you understand the many different aspects of executive function. There are a lot of them. I’ll walk you through how this works and also show you a couple of other resources I created: an executive function one-pager, a first aid kit, and a “how to get buy-in” resource. These address some of the most common challenges people face when helping students with executive function difficulties.

Let’s go back to the brain diagram.

One important thing to understand is that experts define executive function differently. That’s a problem. Some say there are 3 executive functions, others say 5, 8, or 10. There’s no universal agreement.

The reason I created a list of 13 is because I’ve spent years in the trenches working with families and students. These are the terms people commonly use to describe real challenges. I wanted to make them practical and relatable.

I’m not going to read the entire document to you, but I’ll give you a quick overview so you can print it and start using it.

This is a printable PDF designed mainly for parents, teachers, and therapists, though some students—especially older ones—can use it for self-assessment. I also wanted to emphasize something very important: these are skills. Executive function is not about willpower. It’s not that a student just needs to “try harder.” There’s a lot of misunderstanding around this.

These are brain-based skills that can be developed.

You’ll also notice there’s a lot of overlap between the skills. That’s because they work together. Executive function is complex—it’s not simple—but I’ve tried to make it as clear and usable as possible.

As you go through the document, you can highlight things that resonate and check off problem areas. This helps you strategize solutions more effectively, instead of relying on approaches that often don’t work.

After that, there’s a strengths assessment, which I’ll mention shortly, and a final section that’s especially important.

Let me show you an example.

Here, I’ve highlighted certain items and checked off others. For instance, under planning skills, if a student has late work, incomplete assignments, or missed deadlines, you might check that off. Under organization, if they struggle to keep track of things, you might highlight that. If they’re often unprepared, that might stand out too.

You can use this however you want—this is just how I intended it to be used as a starting point.

In the document, I list 13 executive function skills, and next to each one, I describe what problems might look like.

For example, planning skills include time management and task management—being able to estimate time, energy, and steps needed to complete something. This includes using calendars, planners, and scheduling long-term tasks.

If a student struggles with planning, you might see late work, missed deadlines, or lack of awareness of upcoming responsibilities. They might avoid planning tools or say things like, “I don’t need a planner,” or “I’ll remember.”

They may procrastinate, do things last minute, or struggle with time blindness. Their writing might be disorganized, jumping all over the place.

These are patterns I’ve seen repeatedly, so I wanted to make them very clear and easy to recognize.

You can use this tool for one student, multiple students, or even yourself. I’ve carefully chosen every word to keep it simple while still respecting the complexity of the issue.

The 13 executive function skills I include are:
planning, organization, prioritization, focus/attention, inhibitory control, task initiation, follow-through, task persistence, transitioning, working memory, emotional regulation, metacognition, resistance management, and self-care.

Self-care includes things like sleep, exercise, and nutrition. These may not be executive function skills themselves, but they heavily impact executive function.

After reviewing all the skills, the next question is: what do you do about it?

You can follow my work or the work of other experts. You can explore courses and workshops. But most importantly, you need to build on strengths.

This is critical.

While the assessment focuses on challenges, we must also recognize and develop strengths. Students with executive function challenges often have incredible strengths that are overlooked in traditional education systems.

I’ve included questions to help identify and explore these strengths. Many parents have found this section especially powerful when working with their children.

Finally, the last section encourages you to think creatively: how can you use a child’s strengths to address their challenges?

This is something I do all the time in my work, and it’s incredibly effective.

So go ahead and print the document—black and white or color—and start using it. Highlight, check off items, and reflect on strengths. This process can give you a very clear and actionable understanding.

I’m always open to feedback. Feel free to reach out and let me know what you think.

If you find this helpful, please share it—my YouTube channel, website, and resources—with others who might benefit. Help spread the word.

I’d also love to hear from you:
What strengths do you see in kids that often go unnoticed?
And how might you define executive function differently?

Your insights can help others learn.

My name is Seth Perler. Thank you for being here.

I hope you have a fantastic day filled with peace of mind and joy—and most importantly, meaningful connection with the kids you care about.

Take care.