More than Words: The Role of Executive Functioning in Communication

When we think about a child's communication skills, we often focus on vocabulary, grammar, understanding instructions or participating in conversation. However, communication also relies on cognitive skills that help us process information, organise our thoughts and respond to different situations. These skills are closely linked to executive functioning.

Executive functioning refers to the cognitive processes that help us manage our thoughts and behaviour, regulate our responses and work towards goals. These include working memory, inhibitory control and cognitive flexibility, which continue to develop throughout childhood and adolescence (Best & Miller, 2010).

What does executive functioning have to do with language?

Consider asking a child, “What did you do at school today?” Answering involves more than recalling an event. The child needs to decide what to share, organise their thoughts and find the words to explain what happened. If the listener does not understand, they may also need to adapt their explanation.

Everyday communication therefore involves both language skills and the ability to manage and organise information.

Working memory: Holding information in mind

Working memory allows us to hold information in mind while using it. This is particularly important when following multi-step instructions, understanding longer sentences or keeping track of information during a conversation.

For example, when asked to “Take your book out, turn to page 20 and underline the first paragraph”, a child needs to remember the different steps while carrying them out.

Working memory also supports storytelling, as children need to remember what has already happened while organising what comes next. When there is too much information to manage at once, they may struggle to demonstrate what they know or understand.

Research has identified difficulties with verbal working memory in children with developmental language disorder (DLD), highlighting the importance of considering the cognitive demands involved in processing and retaining verbal information (Niu et al., 2024).

Inhibition: Pausing before responding

Inhibitory control helps us manage impulses, resist automatic responses and focus on relevant information (Best & Miller, 2010).

In conversation, this might involve waiting for someone to finish speaking, staying on topic or pausing to consider whether an answer addresses the question.

A child who frequently interrupts, changes topics or responds before fully considering a question may find these demands difficult to manage. Rather than viewing such behaviours solely as a matter of choice, it is worth considering the skills involved in regulating responses and participating in conversation.

Cognitive flexibility: Adapting our thinking

Cognitive flexibility allows us to shift our thinking or approach when circumstances change (Best & Miller, 2010). In communication, this can involve adapting to different people and situations, interpreting words according to context or explaining something differently when misunderstood.

Children may also need to interpret a joke, recognise that a word has multiple meanings or consider another person's perspective. These situations require them to move beyond an initial interpretation and adapt their thinking accordingly.

When language and executive functioning overlap

Difficulties in these areas can sometimes be difficult to distinguish. A child who struggles to follow multi-step instructions may appear not to be listening, while a child who gives short or disorganised answers may seem unsure of the material, even when they understand more than they can express.

Of course, these behaviours can have different explanations. Executive-function difficulties do not automatically indicate a language disorder, and language difficulties are not necessarily caused by executive functioning. However, considering both areas can help us develop a more complete understanding of a child's strengths and needs.

How can we provide support?

Small adjustments can help make communication and everyday tasks more accessible. Breaking instructions into smaller steps, allowing additional processing time and using visual supports can reduce the demands placed on working memory. Encouraging children to plan what they want to say or sequence the steps of a task can also support organisation.

Language itself can be used to guide thinking. Adults can model self-talk, for example, “First, I need to get my book. Then I can find the page.” This demonstrates how children can use language to guide their actions and work through tasks more independently.

The role of the Speech and Language Pathologist

Speech and Language Pathologists (SLPs) can help identify how language demands interact with executive-function skills. The American Speech-Language-Hearing Association recognises executive functioning as relevant to speech and language practice, particularly when difficulties affect communication and participation (American Speech-Language-Hearing Association [ASHA], n.d.).

For example, a child may understand individual instructions but struggle when several are presented together. Another may have the vocabulary to answer a question but find it difficult to organise their response. Understanding these differences can help SLPs plan support that addresses a child's communication needs in a more holistic way.

When a child forgets an instruction, struggles to organise their thoughts or loses track of a conversation, it can be easy to focus on the behaviour we observe. Instead, we should ask: What skills does this child need to manage this situation successfully?

By looking beyond the surface difficulty, we can better understand children's communication and provide support that helps them participate more confidently across everyday settings.

References

American Speech-Language-Hearing Association. (n.d.). Executive function deficits. https://www.asha.org/practice-portal/clinical-topics/executive-function-deficits/

Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641–1660. https://doi.org/10.1111/j.1467-8624.2010.01499.x

Niu, T., Wang, S., Ma, J., Zeng, X., & Xue, R. (2024). Executive functions in children with developmental language disorder: A systematic review and meta-analysis. Frontiers in Neuroscience, 18, Article 1390987. https://doi.org/10.3389/fnins.2024.1390987