Executive Functioning

Studies have shown that students diagnosed with dyslexia and other language-based learning disabilities can struggle with Executive Functioning skills.  This is often represented by activation in the prefrontal lobe which affects the problem solving and decision making process.  Executive Functioning skills are critical in the academic development process since they affect working memory, decoding skills, reading fluency, mathematical computation, organization skills, prioritization, and time management.

Trident Academy understands that what works well for one child might not work well for another.  Our strategies are designed to help each individual student recognize and understand their strengths and weaknesses regarding their Executive Functioning skills.  Some students may struggle with one or more of the following skills:

  • Impulse Control
  • Problem Solving
  • Transition Flexibility
  • Emotional Control and Appropriate Response
  • Task Initiation
  • Working Memory
  • Goal Setting
  • Time Management
  • Organization
  • Behavior Management


Strategies designed to help Executive Functioning skills are woven into Trident’s curriculum, modeled by our teachers, and consistently practiced to ensure a structured and systematic day.  We have found this to be a successful way to motivate students and achieve maximum effort.

Trident Academy admits students of any gender, sexual orientation and identity (including transgender status), race, color, religion, national and/or ethnic origin, and provides students with all rights, privileges, programs, and activities generally accorded or made available to students at the School. In accordance with applicable law, it does not discriminate in the administration of its education policies, admission policies, scholarship and loan programs, and athletic and other school administered programs. Similarly, Trident Academy prohibits unlawful discrimination based on disability. However, consistent with Trident Academy’s mission, it is the admission policy that to qualify for admission consideration, students must have diagnosed learning disabilities and/or certain communication disorders and meet certain threshold criteria as evidenced by their professional testing documents.