One of the most famous invisible neurological incapability that might lead to lifetime misery along with failure is referred to as executive function deficit. As the name shows, executive functions can be defined as high level abilities that influence most fundamental capabilities such as attention, motor skills as well as memories. Due to this reason, it is not easy to asses them directly. Several other tests that are applied when measuring other abilities can also be applied during executive functions evaluation. For instance, a child having executive functions deficits might perform better on tests of basic of basic attention, for instance these asking the child to look at the computer screen and make a response when a certain image appears. On the other hand, “such children have the some difficulties with tasks that need divided attention,” (Lezak, 1995in), in other words or attention that is changing with time, this is for example different responses that relays on the presented stimulus. This is a research paper in the area of School Psychology, that that critically explains about executive function deficits and how it affects academics and/or behaviors in children. Due to the fact that “executive functions govern so many lower-level abilities; there is some controversy about their physiological basis” (Chris & Dandy, 2011) However, most individuals who have studied these capabilities concur that, the frontal brain lobes, play a major responsibility in executive function. It has been proved that people who have their frontal lobes injure in most cases experiences some troubles in higher level operation that underlay executive function. Due to its complexity, frontal cortex has a very slow rate of growth as compared to other parts of the brain. “As an effect, executive functions growth might not develop fully till adolescent.” (AmericanAutismSociety.org, 2011) It has been shown that, Verbal fluency tests when carried out on such children, for instance, when a child is asked to name as many plants or animals as possible, it has been found that, children with executive function deficits finds naming task of much simple, however, they do struggle with naming words that starts with certain letters. This is based on the fact that, this task requires individuals to organize aspects in a novel manner. In one way or the other “Executive functions also influence memory abilities by allowing people to employ strategies that can help them remember information” (Chris & Dendy, 2011). Executive functions are much significant for successful adaptation a long with performance in real life conditions. In most cases, they permit children to start and finish assignments as well as perseverance in the times of trouble. Due to the fact that the environment cannot always be predicted by anyone, these executive functions are significant to human capability of recognizing the significance of unexpected circumstances, as plans quickly when faced with a problem,” (AmericanAutismSociety.org, 2011). In addition, they experience some problems when there is need to quickly come up with an alternative plan when presented with an issue that is not usual but tent to interfere with routines that are considered normal. In such like manner, the executive function wil