"executive functioning difficulties" is correct and usable in written English.
This phrase is often used in academic contexts to refer to cognitive impairments that affect a person's ability to process, plan, organize, and complete tasks. For example, "John has executive functioning difficulties, which has made it difficult for him to stay organized and complete projects on time."
Williams et al. (2012) found that children with moyamoya vasculopathy are also at risk for intellectual and executive function difficulties, regardless of history of stroke or silent stroke.
Williams et al. (2012) found that children with moyamoya vasculopathy were at risk for both intellectual and executive function difficulties, as measured by parent- and teacher-rated BRIEFs.
School-age IUGR preterm-born children are characterized by a range of mental control and executive function difficulties that include poor planning, problem solving, and impaired inhibitory controls, all of which are core abilities associated with poor educational performance [ 24, 25].
However, ASD may simply predispose to anxiety [ 9] since individuals with ASD struggle to manage perceived threatening external stimuli due to deficits in executive functioning, inherent difficulties understanding emotions, and problems with social and communication skills [ 9, 11, 15].
In addition to these presenting difficulties, initial testing showed weakness in executive functioning and difficulty in integration of affect.
Other cognitive functions apart from memory may be disturbed, and impaired executive functions, visuoperceptual difficulties, and disturbed working memory have been observed [ 59].
The content requirement was to meet the needs for diagnostic criteria for dementia by including measures of perception and executive function; the difficulty requirement was to meet the need to differentiate between scores at the high end of the ability range.
Also common are subtle language difficulties and executive functioning deficits.
The secondary variant showed a more severe clinical picture and presented more difficulties in executive functioning, worse environmental characteristics, and worse outcomes at age 7. It is possible to identify the heterogeneity of disruptive behavior problems from preschool age.
