Executive functions (EF) are those abilities that we use when we solve problems. They include the abilities to examine a problem, define it, decide upon a course of action, implement a plan, assess how well the plan is working, and take corrective action when necessary. We do things so automatically that we think of them—if we think of them at all—as taking place together; however, this is not the case. You might decide to go shopping and begin almost automatically to carry out that decision, only to discover that your keys are missing. You have used various executive functions (mental abilities) to assess the fact that a product is needed, decide to go buy it, and head out the door, but executive dysfunction in one small part of your brain has thrown off the whole plan. One of the executive functions (working memory) did not work as well as the rest.
In neurocognitive disorders, problems are caused by executive dysfunctions. Executive dysfunction due to problems in brain development or injury can lead to serious consequences. Communication, social functioning, school and career, and behavior can be expected to be impaired without normal executive functions. These are what we must improve to pave the way for neurocognitive impaired individuals to reach their full potential.
Our executive functions have many components, all of which contribute to our understanding of the world around us:

• Memory: We remember similar situations and how we reacted to them in the past. For example, when faced with the prospect of crossing a road, we remember that we need to look both ways to check that there are no vehicles coming. For the same reason, we remember that we also need to listen for the sounds of vehicles approaching.
• Inhibitory control: The suppression of certain thoughts or fears that might keep us from reaching our goals. In the case of the relatively simple task of crossing the road, we suppress the fear of getting hit by a car. If we let such fears take over our minds we would never reach our goals (i.e., the other side of the road).
• Planning: The ability to visualize how we are to reach our goals. We think of the road, assess the potential obstacles that might stand in our way, and decide how we are going to act.
• Organization: The ability to use a system to arrange our thoughts, such as organizing the different components of a challenging situation.
• Time management: The ability to evaluate the time restraints on any given situation. For example, how long should it take to complete a task?
• Metacognition: The ability to consider ourselves in a more objective way. While tackling a problem, we are able to evaluate its progress and give ourselves an idea of how we are progressing. A good example of this is the completion of tedious tasks. We have all been in the situation where we have had to face a physically, but not mentally challenging situation, like moving a pile of bricks from one side of the garden to the other. We automatically evaluate how we are progressing: “I’ve moved about 20% of the bricks, so I have about 80% left to move.”
• Self-regulation of affect: The ability to manage our emotions in order to control our behavior. Using the example of the menial brick-moving task, we cope with the fact that it is an uninteresting task for the sake of achieving the goal.
• Task initiation: The ability to start a task with enough time in order to get it done. If we really do have to move a pile of bricks from one end of the garden to the other, then we are unlikely to start it at 8 p.m., because we know it would be unsafe to work in the dark.
• Goal-directed persistence: We can visualize our goals, and we have the ability to stay on course with our plans until those goals are met. It also means that we have the ability to ignore distractions until the task is completed.

Most people have the ability to perform all of these executive functions to some degree. The average person will find some of these functions easy and perform them with great success and automaticity. That same person may find other functions more challenging and perform less well on tasks that require a specific type of cognitive ability. For example, a person may become easily distracted while completing a task, but can calculate very well the amount of time required to perform that task based on past performance. Another person may have difficulty in realistically evaluating time constraints for a task, but can devote unwavering attention to the task at hand.