When we want to achieve certain goals or encounter certain difficulties, we will use some advanced cognitive functions to overcome the difficulties or complete the task. Executive functions include the following: Planning: the ability to construct a step-by-step plan to achieve a goal or complete a task, including the ability to determine what is more important in the matter at hand. Organizational skills: the ability to place things in an orderly and organized manner. Time management: the ability to estimate how much time you have left, how to allocate that time, and how to complete tasks on time within a limited time frame, including an understanding of the importance of time. Working memory: the ability to remember information when completing complex tasks, including the ability to use previous experience to complete current tasks or to plan solutions to future problems. Reflective cognition: the ability to understand the situation you are in with a bird’s eye view, and also an ability to observe your own problem-solving situation, including self-monitoring or self-evaluation. Reaction inhibition: The ability to think before we act, enabling us to suppress impulsive words and actions, and instead spend time examining the current situation and making judgments about the impact of our words and actions. Emotional self-regulation: the ability to manage one’s emotions in order to accomplish complex tasks or to control the guiding behavior. Task initiation: The ability to consciously begin to complete a task without undue delay in time. Adaptability: the ability to modify plans in the face of setbacks, obstacles, mistakes, or new information, including the ability to adapt to changes in the environment. Purposeful persistence: the ability to stick to a task or achieve a goal without being distracted by other things. Executive functioning is an inherent ability that begins to develop when we are children and continues to develop through adolescence, suggesting that we can provide support and guidance to help children develop their executive functioning during this period of development. When weaknesses in executive functioning are identified, intervention and improvement are needed. Training in executive functioning always involves two strategies: Interventions for the child: teaching the child the missing executive functions, facilitating their use of those executive functions, and gradually withdrawing the intervention so that the executive functions become more internalized by the child. Environmental interventions: These include changing the child’s natural social environment to reduce the occurrence of problems, changing the nature of the tasks the child is expected to perform to promote better performance, and changing the way adults supervise and assist the child. Executive function training will be conducted in small groups (6-8 children) to address the child’s executive function development, with teaching of response inhibition and working memory, plus training of working memory and transformational adaptation skills. The entire training process is divided into 12 sessions, once a week, for 12 weeks. During this time, the trainer will follow the two strategies described above to, on the one hand, teach the executive functions that the child lacks and facilitate their use. On the other hand, the trainer will help the parents to coordinate the improvement of the child’s environment and to better solve problems with the child. Executive functioning is an evolving process and it can take a long time, so even good cooperative children do not progress quickly. Although the whole process of developing executive functioning can be long, difficult and troublesome, I am sure that both parents and children will benefit greatly.