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Neuro Rehab > Executive Function > Flashcards

Executive Function Flashcards

1
Q

executive function

A

complex cognitive processing requiring the coordination of several sub-process

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2
Q

executive function is a prerequisite for..

A

successful functioning in any occupation

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3
Q

executive function involves higher order mental capacities that allow one to ____ to new situations and achieve goals

A

adapt

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4
Q

executive functions are housed in what lobe? what specific cortex?

A

frontal lobe
prefrontal cortex

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5
Q

Baddeley and Hitch working memory model

A

central executive -> phonological loop, visuo-spatial sketchpad, episodic buffer

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6
Q

phonological loop

A

auditory stimuli

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7
Q

episodic buffer

A

backup storage, helps long term and short term communicate

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8
Q

SAS - supervisory attentional system

A

housed in the frontal lobe/prefrontal cortex
higher control system needed to cope with planning, novelty, problem solving, and inhibition (multitasking)
template/schemas - new situations

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9
Q

SAS - supervisory attentional system - when/how to use

A

-when a routine action did not work for you
-need in situations where the routine selection of your action did not work
-need to carry out processes to figure out what to do (make a plan, goal-oriented action)

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10
Q

planning/organization

A

ability to plan/organize tasks, space, time, communication
efficiency is big here

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11
Q

emotional control

A

ability to manage and control emotions and emotional reactions

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12
Q

metacognition

A

awareness and understanding of one’s own thought process, thinking about thinking

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13
Q

inhibition

A

impulse control, response inhibition

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14
Q

working memory

A

simultaneously manipulate different information at the same time

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15
Q

cognitive flexibility

A

-the ability to adapt thoughts and/or behaviors in response to the environment
-being able to shift cognitively

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16
Q

task initiation

A

ability to begin a task without undue procrastination

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17
Q

time management

A

-understanding time, how to use time effectively, and how time affects ourselves and others
-time awareness and time estimation

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18
Q

sustained attention

A

-ability to maintain attention to an established task
-not the same as focus

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19
Q

cognitive dissonance

A

mental discomfort that results from holding 2 conflicting beliefs; what causes you to feel guilty after an action

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20
Q

EF difficulties are often symptoms of ____, ____, and/or ___

A

neurological
mental health
behavioral diagnoses

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21
Q

EF dysfunction (dysexecutive syndrome) is ____ in the DSMV

A

not

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22
Q

lateral orbitofrontal supplied by

A

anterior cerebral artery and middle cerebral artery

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23
Q

example of lateral orbitofrontal effected

A

euphoria, poor impulse control, disinhibition

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24
Q

dorsolateral supplied by

A

middle cerebral artery

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25
Q

example of dorsolateral effected

A

impaired higher order functions (dysexecutive syndrome)

26
Q

medial cortex supplied by

A

anterior cerebral artery

27
Q

example of medial cortex effected

A

apathy, reduced affect

28
Q

classifying executive disorders

A

-volition and goal formulation
-planning
-purposive action
-performance effectiveness
-classification based on anatomy/evolutionary development

29
Q

EF Disorders classification: volition and goal formulation

A

self-awareness, initiation, and motivation

30
Q

EF Disorders classification: planning

A

ability to conceptualize change, be objective, think about alternatives

31
Q

EF Disorders classification: purposive action

A

to implement plans for goal achievement, including: productivity, self-regulation, sequencing actions, monitoring

32
Q

EF Disorders classification: performance effectiveness

A

monitoring, quality control, self-correction, time management

33
Q

clinical presentation: inhibition

A

-difficulty sitting still, poor socialization, and maintenance of social relationships, difficulty in fully reading or listening to verbal or written instructions
-might be outspoke, yell out, not raise hand, interrupting others, safety awareness

34
Q

clinical presentation: working memory

A

-difficulty with multi-step written or verbal directions
-studying, “lazy kid”, taking quizzes or tests, hard transferring what they know to what they are doing (too much in their mind at once)

35
Q

clinical presentation: cognitive flexibility

A

-rigid thinking patterns, outburst with changes in routine, difficulty with open-ended tasks
-socialization - may be bossy
-not wanting to play with kids who have different ideas for how things can be used; fighting because a rule was changed

36
Q

clinical presentation: planning/organization

A

-frequently loses track of materials, assignments, belongings, starts a task before finishing another
-might see procrastination, difficulty with multi-step

37
Q

clinical presentation: time management

A

-requires more time to complete familiar, simple routines, struggles to complete timed tasks, overacts to quick or unexpected interruptions
-always wants to know “whats next”

38
Q

executive function performance test (EFPT)

A

assesses EF via the performance of real-world tasks
-will help determine if they are safe to return home and live independently

39
Q

behavioral assessment of the dysexecutive syndrome (BADS)

A

-designed to test capacities for everyday life
-predicting role competency
-problem-solving skills

40
Q

dysexecutive questionnaire (DEX)

A

-contextually sensitive
-looks at a range of problems: emotional/personality, motivational, behavioral, cognitive

41
Q

behavior rating inventory of executive function - adult version (BRIEF-A)

A

standardized measure of an adult’s executive functions or self-regulations in their everyday environment

42
Q

behavior rating inventory of executive function (BRIEF)

A

-assesses EF performance in children
-parent report, teacher report, self-report forms
-subscales: inhibit, shift, emotional control, initiate, working memory, plan/organize, organization of materials, monitor

43
Q

multiple errands test

A

-a naturalistic “shopping” setting
-3 tasks: buying items, being somewhere at a certain time, obtaining information
-scores based on errors: rule breaks, interpretation failure, task failure

44
Q

kettle test

A

-high test-retest reliability
-top down
-general cognitive assessment, memory, executive functioning

45
Q

top-down interventions

A

calendars, organizers, planners, visual timers, re-vibe watch, visual schedule, environmental mods

46
Q

bottom up interventions

A

trail making test over and over, paper/pencil tasks

47
Q

alternate EF intervention categories

A

-environmental mods
-compensatory strategies
-task specific training
-metacognitive strategy training

48
Q

problem-solving training (PST)

A

-teaching clients to be more effective in using a slower, step wise approach, breaking down problems
-how to generate different steps

49
Q

5 aspects of problem solving

A
  1. problem orientation and analyzing
  2. problem definition and formulation
  3. generating alternative and solutions
  4. decision making
  5. solution verification and evaluation
50
Q

aspects of problem solving: problem orientation and analyzing

A

general recognition “this is the problem” help them identify

51
Q

aspects of problem solving: problem definition and formulation

A

teach participants to discriminate between what is relevant and what is not related to their problem

52
Q

aspects of problem solving: generating alternatives and solutions

A

goal here was to help the client understand there are more solutions than they thought

53
Q

aspects of problem solving: decision making

A

making decisions; helping them look at pros and cons

54
Q

aspects of problem solving: solution verification and evaluation

A

self-correction, look at solutions that worked and did not work

55
Q

self-regulation strategies

A

-stop and think
-asking clear thinking questions
-thinking their way through each step
-defining the problem
-use clear thinking questions to produce, evaluate
-role plays**

56
Q

everyday descriptions task

A

-uses cue cards
-have them practice retrieving certain memories for 30 minute
-used for people with TBIs

57
Q

self-instruction training

A

-trained to verbalize a plan of behavior before and during execution of the training task
-overt then whispering then cover verbalization then inner talk
-initially given explicit training regarding generalization of the use of these strategies applied to real-life problems

58
Q

self instruction training: WSTC

A

W - what (what are you going to do)
S - select (select strategy)
T - try (try strategy out)
C - check (check how the strategy is working; self-reflection)

59
Q

goal management training stages

A
  1. orienting and assessing current state
  2. select the main goal
  3. partition the goals and make subgoals
  4. rehearse
  5. monitor the outcome
60
Q

intervention: environmenet

A

-level of tolerated distractions
-structure required

61
Q

intervention: external cuese

A

checklist, alternating tones (different alarm sounds for different things), modeling, tape recorder

Neuro Rehab (5 decks)

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