Background: The "executive functions" as higher-level cortical functions with the supervisory and controlling role on the lower-level cognitive functions lead to human adaptive behaviors in the specific situations. These situations occur in the conditions in which automatic behavior may be insufficient. Executive function deficits in children may be presented with poor memory, problem-solving, learning, reasoning, information processing, communication, social interaction, reading comprehension, writing, doing homework, group play with peers, doing a project and etc. These have significant outcomes in children in terms of social, emotional and academic performance. This most complex behavior of the human is related to the most complex area of the brain i.e. the frontal lobes. The output of frontal lobes is behaviors that distinguish human and animal.

Conclusion: Then, recognizing neural substrates of executive functions have special significance. Having knowledge about executive functions is necessary for professionals of exceptional education and rehabilitation.