What is Cognitive Flexibility?

One of the executive functions that doesn’t get nearly enough attention is cognitive shift. 

Cognitive shift, also called cognitive flexibility, is an executive function that allows us to switch our focus from one thing to another.

When a child has a delay or difficulty in this area, handling change can be very challenging. 

• For example, a three-year-old who has a hard time leaving their center to go to story time on the carpet. 
• Or an eight-year-old who has to go from working on a writing assignment to a math assignment
• Or a child whose schedule is interrupted by a fire drill and they have to get back to working on an activity they were doing before the drill

Many of us already do a great job supporting children who struggle with cognitive flexibility during activity transitions. We might use tools like visual schedules and checklists, or we may give them advance notice about any changes to the routine. However, one area where we can offer more support is helping children who have trouble shifting gears because they are emotionally upset. These children can get "stuck" on what is bothering them and may find it especially hard to calm down and transition to a more regulated state.

Consider Rocko, who thought his next center in class was to use an ipad. However, when it was time to transition he was told that he needs to go to a reading center first. Rocko has significant difficulty making this unexpected transition and has a meltdown that results in his being removed from the classroom. How can we help Rocko calm down using a cognitive shift strategy?

My favorite cognitive shift strategy to help an emotional shift? Interruption 

This can be like pressing a reset button. 

It’s not bribery, it’s a way to interrupt their neurological pathway because they lack the skills to do this. Although it goes against conventional wisdom to allow a child to do something that is motivating at these times it is a powerful strategy. 

Movement can be really helpful to help a child move past those moments. However, anything motivating to the child can help “reset” even if it isn’t mentioned here provided it is brief, easily accessible, and/or can be stopped at any time. This will not usually involve playing a video game or getting in the car and driving 20 minutes to the playground. 

Some ideas:

• Go for a walk
• Blow/Pop bubbles (**This is my very favorite one–they are like magic!)
• Play catch
• Bat a balloon
• Use a Magnatab (kids love this and it works for many of them)
• Have a race of some kind—running by itself in the moment might feel more like a chore but may be fun if you make it a race
• This is a great moment to meet the needs of your child and your pet—take the dog for a walk, pull a string for the cat, play fetch, etc.
• Maybe there is a favorite toy that you only pull out occasionally

Often these interruptors are used without putting any demand on the child or talking to them at all. If you have bubbles, for example, just take them out and start blowing and popping them on your own. Have fun with them yourself. The child will come to you (I promise!). With some older children you may be able to offer choices like throwing a ball or taking a walk. Here is a fun example of a cognitive shift interruptor at work!

In Rocko’s case, allowing him to use the tablet after his meltdown wouldn’t be seen by him as a reward for his behavior, and it likely wouldn’t encourage future outbursts to get what he wants. Unlike a child without difficulties in cognitive flexibility, Rocko isn’t making that kind of cause-and-effect connection. His reaction wasn’t a tantrum driven by wanting something—it was a meltdown triggered by feeling overwhelmed and having his expectations disrupted.

Understanding this concept can help us support children much more effectively and meet their needs in the moment. It can also help them return to a more regulated state more quickly.