Executive Function Skills - Teacher Version
Respond to the questions below thinking of your student, then compare your responses to each question with those of your student and/or your student's parent/guardian. Consider which areas align with or are the same between your answers (this may indicate your teen's self-awareness of their strengths and needs in these areas). When you complete this quiz, you will receive a message "Your response has been recorded." Click on "View Score." Transfer your responses to the EF Scoring Sheet. Then refer to EF Scoring Sheet to compare and analyze responses.
Questions composed by school psychologists: Natalya Bogopolskaya, Jennifer Ganz, Kendrea Hart based on content from "Executive Skills in Children and Adolescents" by Peg Dawson and Richard Guare
Sign in to Google to save your progress. Learn more
1. My student prioritizes and completes important tasks. (Planning)
10 points
Select one
Never
Rarely
Sometimes
Often
Most of the time
Clear selection
2. My student keeps track of where is their homework, work papers, or other school-related supplies. (Organization)
10 points
Select one
Never
Rarely
Sometimes
Often
Most of the time
Clear selection
3. My student has a sense of how much time they need to complete a task and how much time they have left in the day or week before the deadline. (Time management)
10 points
Select one
Never
Rarely
Sometimes
Often
Most of the time
Clear selection
4. My student can follow multi-step directions and use previously learned information to help with a new task. (Working memory)
10 points
Select one
Never
Rarely
Sometimes
Often
Most of the time
Clear selection
5. My student self-reflects and self-evaluates on their successes and strengths, as well as their needs and areas for improvement. (e.g., "I didn't turn my math homework in on time; what should I do differently next time?") (Metacognition)
10 points
Select one
Never
Rarely
Sometimes
Often
Most of the time
Clear selection
6. My student stop and thinks before responding (e.g., They may be very excited to share something, but they do not interrupt you to tell you about it). (Response inhibition)
10 points
Select one
Never
Rarely
Sometimes
Often
Most of the time
Clear selection
7. My student thinks and takes time before acting (e.g., They may be angry with me, but they hold back a sarcastic or snappy comment). (Emotional control)
10 points
Select one
Never
Rarely
Sometimes
Often
Most of the time
Clear selection
8. My student is able to stay on task for the age expected amount and completes tasks. (Sustained attention)
10 points
Select one
Never
Rarely
Sometimes
Often
Most of the time
Clear selection
9. My student does not need to be reminded to start a task; they can do this on their own. (Task initiation)
10 points
Select one
Never
Rarely
Sometimes
Often
Most of the time
Clear selection
10. My student can adjust or change a plan of action when unexpected events occur (e.g., they planned to go outside but it started to rain, so instead they attended to an indoor activity). (Flexibility)
10 points
Select one
Never
Rarely
Sometimes
Often
Most of the time
Clear selection
11. My student is able to work toward their short- or long-term goal (on a task-by-task, and maybe even hour-by-hour basis). (Goal directed persistence)
10 points
Select one
Never
Rarely
Sometimes
Often
Most of the time
Clear selection
Submit
Clear form
This form was created inside of Students.claremontmckenna.edu. Report Abuse
Google Forms