Justin Lundstedt, Executive Function OT

06/03/2026

I’m seeing this more and more with students:

They know what needs to be done.
They may even care about the outcome.
But when it’s time to start, follow through, or finish, nothing happens.

From the outside, it can look like “they’re just not motivated.”

But I’m wondering if we’re often looking at something more specific:

task initiation
overwhelm
unclear next steps
low confidence
weak connection to the “why”
difficulty tolerating boring or effortful work
burnout from constantly being behind

For parents, teachers, and therapists:

When you see a student who “won’t execute,” what do you think is usually underneath it?

A. They don’t see the point
B. They’re overwhelmed
C. They lack the executive function skills
D. They’re avoiding discomfort or failure
E. Something else entirely

I’d really like to hear what others are seeing.

04/21/2026

As graduation gets closer, I’ve been having more and more conversations with parents asking:

“What can I be doing now to help my child be more independent?”

And the answer is usually not what they expect.

It’s not about adding more support.

It’s about knowing when to step back.

One of the biggest challenges after graduation isn’t whether a young adult can do something…

It’s whether they can figure it out when no one is guiding them through it.

And that’s where things get hard.

Because at home, we naturally:

answer questions
fill in gaps
step in when things get uncomfortable

We do it because we care.

But sometimes… that’s the very thing that holds independence back.

Building independence means allowing space for:

• problem-solving
• frustration
• slower progress
• mistakes

It means letting them take the time it takes.

It means not jumping in right away when they look at you for the next step.

It means, at times, making yourself a little less visible.

That doesn’t mean removing support.

It means being intentional about how and when you provide it.

I was talking to a parent recently who shared that their son wasn’t motivated by money.

And honestly—that’s not uncommon.

So instead of focusing on money itself, we shifted the focus to something meaningful.

If he wants to go to a restaurant → he pays his way.
If he wants to go to a museum → he buys his ticket.

Now there’s a purpose.

Now there’s a connection.

And the work to get there?

That can start at home.

Not with everyday responsibilities like laundry or meals…

…but with tasks that feel like real work:

• yard work
• projects
• organizing
• helping beyond what’s expected

Because independence isn’t just about doing tasks.

It’s about understanding:

👉 effort → leads to access
👉 problem-solving → leads to progress
👉 mistakes → lead to growth

It won’t be perfect.

It will take longer than you want.

There will be frustration.

But that’s not failure.

That’s the process.

If you’re navigating this with your young adult, you’re not alone.

Sometimes the best thing we can do…

is step back just enough to let them step forward.

04/15/2026

This is the same reason I changed my preferred method of service to being push in. While some OT’s feel that when they push in they just become a 1:1, I believe in immediate response to actions so I work on functionality using real world and environmental input. And you know what, I’ve seen change. I love this explanation.

04/13/2026

One of the most important — and sometimes hardest — moments for parents is when your child starts talking about what they want to do in the future.

“I want to be a police officer.”
“I want to be a chef.”
“I want to be a teacher.”

And there can be that quiet pause…

Because part of you is thinking:

Is that actually possible?

During Autism Awareness (and Acceptance) Month, I’ve been reflecting on this a lot.

Because the goal isn’t to shut down those dreams.

And it’s also not to ignore the reality of what those roles require.

It’s to do something much more meaningful:

👉 Have real conversations — together.

Instead of saying:
“That’s not realistic…”

What if we asked:
“What is it about that role that matters to you?”

And then explored it from there.

Because often, what a young adult is really expressing is:

• wanting to help others
• wanting structure
• wanting purpose
• wanting to feel part of something

And when we take the time to understand that, something shifts.

We stop focusing only on the outcome…

and start building a pathway.

That path may not look exactly like the original vision.

But it can still be meaningful.
It can still be productive.
And it can still lead to a fulfilling adult life.

The goal isn’t to lower expectations.

It’s to align them with strengths, supports, and real understanding.

And most importantly…

👉 to make sure the young adult is part of that process.

Not something we decide for them.

If you're navigating this with your child, you're not alone.

I wrote more about this and how to rethink possibility during the transition to adulthood:

🔗 https://achievelifeot.com/rethinking-possibility-helping-neurodiverse-young-adults-build-meaningful-futures/

📩 Reach out anytime:
[email protected]

Without even meaning to, the conversation begins to shift-from possibility to limitation.

04/01/2026

As Autism Awareness Week continues, I’ve been thinking a lot about something I see come up often with families:

What will adulthood actually look like for my child?

It’s a question that can feel heavy.

And too often, the conversation focuses on limitations—what might be difficult, what may not be possible, or what expectations should be lowered.

But there’s another way to look at it.

What if we started with:

What are their strengths?
What environments help them succeed?
What supports allow them to grow?

Because when we do that, things begin to shift.

We start to see opportunities instead of barriers.

Here in New York, organizations like Spectrum Designs have shown what’s possible when individuals are supported in the right way. With structure, understanding, and the right expectations, people are not just “participating”—they are contributing in meaningful ways.

And that’s the goal.

Not perfection.
Not a specific path.
But progress, growth, and meaningful participation.

Every young adult deserves the opportunity to:
✔ try
✔ learn
✔ build skills
✔ and be seen for what they can do

Autism does not limit potential.

But opportunity—and the right support—can determine whether that potential is reached.

If this is something you're navigating with your child or the families you support, you're not alone.

🔗 I wrote more about this here:
https://achievelifeot.com/what-does-adulthood-look-like-for-individuals-with-autism-expanding-opportunities-and-possibilities/

📩 Feel free to reach out anytime:
[email protected]

As we recognize Autism Awareness-and more importantly, Autism Acceptance-it's important to pause and reflect on a message that is often unintentionally

03/24/2026

As summer approaches, many families start thinking about what their teenager will be doing over the next few months.

For some teens, it’s a first job.

Working at a grocery store.
Helping at a restaurant.
Doing carts.
Landscaping.

These experiences may seem small, but they’re incredibly important.

They’re not just about earning money.

They’re about learning how to be part of the world.

But for many neurodiverse teens, that first summer job isn’t so easy to find.

The environments can be fast-paced, socially demanding, and require a level of independence that may not be there yet.

So instead, many teens end up in summer school.

And that makes sense.

Parents want their child to be supported, structured, and continuing to grow.

But something important can get missed.

Those early work experiences — even the small ones — are hard to replace later.

They help build:
• confidence
• responsibility
• routines
• real-world understanding

And they give young adults a chance to slowly grow into independence.

That doesn’t mean every teen is ready for a job right away.

But it does mean we should be thinking about:

How do we start building those skills earlier rather than later?

Maybe that looks like:
• a small, supported job
• a volunteer opportunity
• or a structured environment focused on building work skills

There’s no one right path.

But the goal isn’t just to stay busy over the summer.

It’s to move forward.

If this is something you're navigating with your teen, you’re not alone.

I wrote more about this and how to think about building meaningful work experiences over time:

🔗 https://achievelifeot.com/why-many-neurodiverse-teens-miss-the-summer-job-and-why-it-matters-more-than-we-think/

📩 Feel free to reach out anytime:
[email protected]

Sometimes that means starting with something simple.

03/22/2026

Many parents of neurodiverse young adults find themselves asking:

“Why is my child struggling at work… even when they want to succeed?”

It’s easy to assume it’s about motivation.

But more often, it’s about something deeper — executive functioning.

Skills like:

starting tasks

staying organized

managing time

following steps

adapting in real time

These are expected in almost every job… but rarely taught or supported in the workplace.

So when young adults struggle, they’re often labeled as “not a good fit” — when in reality, they may not have been given the right supports to succeed.

I recently wrote a blog diving into this and how we can better support young adults as they transition into the working world.

If this is something you're navigating, you’re not alone — and this may resonate with you.

🔗 Read more here:
https://achievelifeot.com/why-executive-functioning-matters-for-work-readiness-in-neurodiverse-young-adults/

📩 Feel free to reach out anytime:
[email protected]

These are the same skills that most workplaces rely on every day-often without explicitly recognizing them.

03/12/2026

Many families of neurodiverse young adults ask the same question as graduation approaches:

“Is my child actually ready for work?”

We often hear that the best preparation for adulthood is simply to immerse students in the real world. But in practice, many young adults with executive functioning challenges, processing differences, or sensory sensitivities are placed into environments that move far faster than their learning curve allows.

When that happens, failure can occur before growth has the chance to happen.

Research continues to show that structured vocational experiences during the transition years are one of the strongest predictors of long-term employment success for individuals with disabilities. The opportunity to explore different work tasks, build stamina, and develop workplace routines can make a tremendous difference.

Yet many families struggle to find environments designed specifically for vocational exploration rather than immediate job placement.

I recently wrote about this challenge and why understanding strengths, obstacles, and environmental fit is such an important step in helping young adults move toward meaningful employment.

If you work with families navigating this transition, you may find this article helpful.

https://achievelifeot.com/is-my-neurodiverse-young-adult-ready-for-work-understanding-the-transition-to-employment/

Without that exploration, the transition into employment can feel like trial and error.

09/01/2025

This is a really good explanation of the over distribution of ADHD meds for younger kids. I am in no way against medications, but I do believe there is a time and place. Start with lifestyle change and then go from there. We have to focus on lifestyle first. There are things we can do to help our kids or ourselves.

02/25/2025

Occupational therapy is key in empowering students facing executive function challenges, promoting their independence for school and life! With up to 30% of K-12 students experiencing these difficulties, the impact on their functionality can be significant. Addressing these needs early can help prevent challenges as they transition to adulthood. Let’s bridge that gap together! Have you seen students struggling in these areas? Share your experiences below! Together, we can create a supportive community for those in need!