cognition Flashcards
5 types of attention skills
Focused
sustained
selective
divided
alternating
Selective Attention
like when we’re driving. I can select the places I need to attend to. I can make adjustments based on what I need to.
Divided Attention
able to do two things at once. Two seperate things. I can cook while unloading the dishwasher.
alternating attention
being able to switch gears when attention need to be put someplace else.
Memories
The ability to retain information for use at a later time.
memory has a multi-store model
what do I need to keep, what do I need to let go of
memory process
incoming - sensory memory - attention - transfer - long term memory.
some of these may be displaced if not needed
sensory memory
does this information need to be kept
short term memory
we have to pay attention to this, remember it. it might go to working memory
working memory
you have to use it
long term memory
long ago stuff, that we need to pull up.
declarative memory has two parts
semantic - knowing certain facts
episodic - remember the episodes that happened, very specific to you
Procedural memory
knowing the routine or routine to doing something
prospective memory
Remembering things that you need to remember, appointments, exams, etc.
information processing input
sensory information
information processing output
response to sensory information or input
sped of information is presented may
impact the way we understand or remember it
Amount of information may
impact the way we remember things
the form of information being presented
may impact the way we remember or if we do.
Executive functions
The ability to initiate, plan, organize, monitor and evaluate thinking and behavior.
executive function is comprised of what 3 skills
working memory
cognitive flexibility
inhibitory control
executive function is responsible for
paying attention, organizing and planning, initiating tasks and staying focused on them, regulating emotions, self-monitoring.
executive functions Used most in the following 5 situations:-
When attempting something technically difficult or dangerous.
Situations requiring overcoming of a strong temptation.
Those requiring decision making and problem solving
Error correction or trouble shooting
Situations requiring the realisation of a delayed intention e.g. remembering an appointment
Executive Functions- Who might we see?
Children with Intellectual Disabilities (ID)
Attention Deficit Hyperactivity
Disorder (ADHD) with or without EF deficits
Prematurity
Hypertension
Autism Spectrum Disorder (ASD)
Abuse/Trauma History
Research indicates Down syndrome
Children with DCD will experience Executive Function difficulties
Nonverbal executive function tasks
Verbal fluency (Bernardi, et. al., 2018)
Knowing this, use clinical reasoning to determine occupations and performance skills which will be difficult for Joseph.
Cognitive Orientation to Daily Occupational Performance (CO-OP)
client centered, performance based, problem solving approach, that enables skill acquisition, through a process of strategy
four primary objectives
skill acquisition
cognitive strategy use
generalization
transfer of learning
Who is coop for?
Developmental Coordination Disorder (DCD)
High-functioning autism spectrum disorders (ASD)
Traumatic brain injuries
Attention deficit hyperactivity disorder
Motor skill delay
Key features of coop
Client Chosen Goals
Dynamic Performance Analysis
Cognitive Strategies
Guided Discovery
Enabling Principles
Parent/significant other involvement
Intervention Format
Coop requires a
rote script
elaboration
mnemonic techniques
knowledge
task specification
attention to doing
pacing
stimuli reduction
Cognitive functional model (Cog-Fun)
Objective: “Promote the acquisition of executive strategies and self-efficacy in occupational performance” (Maeir, Fisher, Bar-Ilan, Boas, Berger, Landau, 2014)
Three change mechanisms:
Executive strategy
Enabling
Use of environmental
Research to support use with children who have a diagnosis of ADHD
Measurable goals
Defining the Student’s Needs
Writing the goal
Description of observable learner performance or behavior
List any conditions or equipment needed
Measurable criteria that specifies the level that is acceptable for “mastery”
We do not write an attention goal
True
measurable components of goals
Must be measurable
State what the student can reasonably accomplish in a school year
“Relate to helping the student be successful in the general curriculum and/or address other educational needs resulting from the disability”
objectives
Considered the steps needed to achieve the annual goal
Ladder or pieces of the pie
Write objective using:
Condition, Behavior, Measure
Not all IEP students will have objectives.
Alternative Assessment
