The Role of Executive Functions in the Writing Instruction of a Neurodivergent Adolescent

Abstract

Only a relatively small number of studies exist that deeply investigate the role of executive functions in the written language of adolescents. In this research, the author wishes to contribute to this body of research by sharing a case study of a 14-year-old neurodivergent girl named Ava (the researcher's daughter) and her enthusiastic journey of writing her own novel. In exploring the role of executive functioning in the writing instruction of a neurodivergent adolescent, the author found three themes. First, Ava found the writing process very therapeutic in nature. Second, Ava experienced agency in utilizing organizational tools she had learned in school, but enhancing them on her own, while offering suggestions of how teachers could enrich the tools and strategies that had been previously provided to her. Third, Ava used some digital tools to help with her writing, such as speech-to-text and grammar assistance. Finally, the author will share extensive and tangible teaching tips.