Which student is showing delayed development of organizational skills associated with executive functioning?

The student requiring support with checklists demonstrates delayed development of organizational skills associated with executive functioning. Executive functioning encompasses a range of cognitive processes, including the ability to plan, prioritize, and manage time effectively. When a student needs assistance with using checklists, it indicates a struggle to independently organize tasks and responsibilities, which is a key component of executive functioning.

In contrast, the other choices illustrate students who are exhibiting age-appropriate or advanced organizational skills. The fifth-grade student managing time independently and the eighth-grade student planning class projects show the effective use of executive functioning skills, while the fourth-grade student completing tasks ahead of time indicates advanced capabilities in organization and time management for their grade level. Thus, the need for support with checklists is a clear indicator of delayed development in this aspect of executive functioning.