There are a number of strategies/interventions for building executive functions in students, including for task completion. A typical template: the team starts by working with the BSC to
1. identify what EF skill deficits have the most impact on work completion in his case.
2. develop a plan for first explicitly modeling and instructing in those skills, and then
3. scaffolding and
4. reinforcing successive approximations of the relevant skills, ultimately
5. fading the reinforcement as he becomes more skilled.
Then repeat with the next most impactful executive function skill deficit.
For example, if work is not completed and submitted mainly because he forgets that he has it, then the targeted skill would be working memory-related, say writing assignments down immediately in his agendabook (or online task reminder system). Initially, the reinforcement would not be for successful task completion, but simply for remembering to record assignments.
If the work not completed is biased toward written expression, perhaps the skill in need of scaffolding or instruction is organizational, in which case explicit instruction and modeling would involve a selection of graphic organizers (a selection, because student voice is important, and he may find that one of them aligns better with the way his mind is already organized), and direct instruction in how to use them, with guided practice through writing assignments, gradually fading the amount of prompting needed to use the elements of the graphic organizer as he demonstrates more consistent facility with them.
Another approach would be a writing rubric that spells out exactly what constitutes a good piece of persuasive writing, even if it feels a little rigid to a natural essayist. E.g., the basics of an essay start with a thesis statement, followed by a series of sentences that reference some of the details you will use to support your argument. The next paragraph opens with a transition phrase that indicates to the reader that you are presenting your first supporting detail. A few sentences in that paragraph explain or give examples of your supporting detail. Etc. The rubric would be expected to increase in complexity with grade-level expectations, but might start from quantifiable criteria like, each paragraph must include at least 3-5 complete, grammatically correct sentences. The essay should consist of x number of paragraphs. The first paragraph will be the introduction and must include a sentence stating the thesis or topic, and sentences listing the supporting details briefly. The last paragraph must restate the thesis as the conclusion, and repeat the supporting details.
It sounds like he is a creative enough writer that, if one explained the graphic organizer or rubric as the skeleton of a persuasive writing piece, and his creativity as how an essay is fleshed out with the voice and personality of its writer, he might be able to use this a structuring tool, while ultimately being able to inject a more organic writing style into it. Or the framing of a building, with his writing style constituting the colors, finishes and interior design.
