Emotional control is a person’s ability to modulate emotional responses. Those who overreact to minor problems, cry easily or often laugh uncontrollably likely have difficulties with emotional control.

Task initiation is the ability to begin a task independently as well as generate ideas, responses or problem solving (also referred to as ideation). Those with deficits in initiation often have trouble getting started with homework, simple tasks around the house or even preferred activities. They often need a lot of prompting and reminders to begin any activity.

Organization is our ability to efficiently organize our mind and physical surroundings. Messy desks, play and storage spaces often indicate difficulties in this area. They often cannot keep track of materials, which can lead to them falling behind during activities.

Sustained attention is our ability to remain focused on one task for extended periods of time while inhibiting attention shifts to irrelevant information or sensory stimuli. Those with deficits in sustained attention typically have difficulty participating in the classroom and completing assignments.

Time management is our ability to utilize time efficiently to complete the task at hand. Those with time management difficulties often find themselves getting stuck in the planning portion of an activity and have significant difficulties with procrastination.

Flexibility is our ability to adapt to changes in the original plan and shift attention from one task or activity to another. Those with difficulty with flexibility have difficulty problem solving, thinking of new approaches to complete a task and can perseverate on meaningless activities.

Response Inhibition, also sometimes referred to as impulse control. Those who lack response inhibition often have inappropriate physical or verbal responses, interrupt others during conversations and can be overly physically active. Deficits in this skill can be a cause for concern of one's safety and appropriate behaviors.

Working memory is our ability to keep information needed to complete a task in our mind. Those with deficits in this area often have difficulty remembering simple things for even a few seconds, lose track of what they were doing and often forget what they were supposed to retrieve on an errand. Strong working memory is important for completing multiple-step tasks and maintaining attention to tasks. When one has difficulty remembering the steps of a task, they often seem distracted or lost in space. 

Goal directed persistence requires good planning/prioritizing, flexibility, organization and time management skills. Goal-directed persistence is our ability to have a goal, follow through to completion of goal and not be distracted by competing interests. Those who lack goal-directed persistence may have a lot of great ideas, however lack follow through in reaching the goal.

Planning and prioritizing is our ability to decipher important information from less important information and create appropriate steps to complete larger tasks. Those with difficulties planning and prioritizing often procrastinate and do not leave themselves enough time to complete tasks. They may also have trouble studying as they cannot decipher which information is most important.

Metacognition is our ability to self-assess performance. Those with difficulties in metacognition often finish work quickly and do not check work for mistakes during or shortly after completion.