Every side in this argument agrees the programs improve the trained task. They disagree about how far the improvement has to travel before it counts. A practitioner map of the meta-analyses, the two 2014 open letters, the FTC record, what the clearinghouses hold, and how to read the next training study in ten minutes.

A practitioner map of where five professional bodies actually put executive function in their own documents: ASHA names it inside a scope of practice, AOTA files it as a client factor, AET claims all aspects of it on a fact sheet its Code of Ethics never mentions, and the coaching bodies name no clinical construct at all.

The federal job-title index has no entry for executive function coach, and no organisation certifying one claims accreditation from any body that did not create it. A practitioner's map of what NBEFC, ICF, BCC and PAAC each publish, what the research actually covers, and where the published record runs out.

Executive function curriculum names four different kinds of object: manualised trial protocols, practitioner frameworks, licensed classroom curricula, and one self-regulation program its own publisher never calls executive function. A practitioner's map of what each publisher and each evidence body actually publishes.

Which executive function instruments an educational therapist can actually purchase and use, what each one measures, and the evidence showing rating scales and performance tests do not assess the same construct.

The finished essay that never got submitted. The revision that starts at 11pm. The backpack. These are not motivation problems, and treating them as motivation problems is why nothing changes.