Rigid schedules break by Tuesday. Total freedom turns into screen-time chaos by Friday. In this episode, Amanda introduces a third approach — "Flexible Structure" — a three-layer framework (Anchors, Blocks, and Choice Boards) designed to support executive function all summer without turning your house into boot camp. She explains why each layer works, gives practical implementation tips including how to handle screens, and offers a step-by-step plan for co-creating the system with your child before school lets out.

Blog post: ⁠ Flexible Structure: Building Summer Routines for Neurodiverse Kids That Actually Work

Email signup:⁠ insighteducationacademy.org⁠

YouTube: ⁠@InsightEducationAcademy⁠

Instagram: @insighteducationacademy

References

• Barkley, R. A. (2012). Executive functions: What they are, how they work, and why they evolved. Guilford Press.
• Dawson, P., & Guare, R. (2018). Executive skills in children and adolescents: A practical guide to assessment and intervention (3rd ed.). Guilford Press.
• Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
• Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
• Dunn, W. (2007). Supporting children to participate successfully in everyday life by using sensory processing knowledge. Infants & Young Children, 20(2), 84–101. https://doi.org/10.1097/01.IYC.0000264477.05076.5d
• Hume, K., Loftin, R., & Lantz, J. (2009). Increasing independence in autism spectrum disorders: A review of three focused strategies. Journal of Autism and Developmental Disorders, 39(9), 1329–1338. https://doi.org/10.1007/s10803-009-0751-2
• Knight, V., Sartini, E., & Spriggs, A. D. (2015). Evaluating visual activity schedules as evidence-based practice for individuals with autism spectrum disorders. Journal of Autism and Developmental Disorders, 45(1), 157–178. https://doi.org/10.1007/s10803-014-2201-z
• Shogren, K. A., Faggella-Luby, M. N., Bae, S. J., & Wehmeyer, M. L. (2004). The effect of choice-making as an intervention for problem behavior: A meta-analysis. Journal of Positive Behavior Interventions, 6(4), 228–237. https://doi.org/10.1177/10983007040060040401
• Spagnola, M., & Fiese, B. H. (2007). Family routines and rituals: A context for development in the lives of young children. Infants & Young Children, 20(4), 284–299. https://doi.org/10.1097/01.IYC.0000290352.32170.5a
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the executive function theory of attention-deficit/hyperactivity disorder: A meta-analytic review. Biological Psychiatry, 57(11), 1336–1346. https://doi.org/10.1016/j.biopsych.2005.02.006