Executive Functioning Flashcards
Executive functioning:
Direct and control perceptions, thoughts, actions and to some degree emotions (multiple in nature, not a singular capacity). It is part of the neural circuits that are routed through the frontal lobe. It consists of a system of interrelated co-conductors, rather than a single conductor (multiple things contribute). (task initiation, planning, goal-orientation)
o Connection to learning and ADHD types
♣ Cultural change points such as, educational transitions (middle school→ high school) can highlight executive functioning developmental delays of significant deficiencies
♣ ADHD demonstrates a clear pattern of delayed developmental progression
• 30% of developmental delays are associated with the various executive processes, such as, focus, sustain, inhibit, modulate
♣ Other conditions involving executive functioning deficits: Autism, ADHD, CD/ ODD, Depression, Anxiety, and OCD
♣ Executive functioning difficulties does not result in learning disabilities, it results in producing learning disabilities (ex. Not able to pay attention in class, and the student falls behind)
Intervention plan
o Current best practices are FBA techniques
♣ Identify setting events, antecedents, and consequences
♣ Describe negative behavior that needs to be changed
♣ Specify positive replacement behaviors
♣ FBA ignores internal considerations (perceptions, emotions and thoughts) and focuses on applying external control to effect change in behavior
o 5 levels of executive functioning
- Self- Activation: initiation and “ramping up” of basic executive functions related to an awakened state of mind and overcome sleep inertia
- Self- Regulation: A set of control capacities that cue and direct functioning across the domains of sensation, perception, emotion, cognition and action (metacognition→ we talk to ourselves)
a. Current model has 24 self- regulation executive functions: focus, effort, perceive, initiate, modulate, sustained attention, inhibit, flexibility, plan, organize, monitor, etc. - Self- Realization: direct cognitive process that engages in self- awareness, self- reflection and self- analysis
. Cues cognitive processes to access accumulated information about self and apply it in specific situations to initiate, sustain and alter behavior - Self-Determination: Foresight/ long term planning and goal generation
. Directs the use of cognitive processes to construct visions of the future and plans for actions - Self-Generation: Directs the posing question related to the meaning and purpose of life and/ or the ultimate sources of reality and physical existence, mind- body relationship, spirit and soul
. Contemplates existence beyond the physical plane
tiered systems
♣ Intrapersonal: control in relation to the self
♣ Interpersonal: control in relation to others
♣ Environmental: control in relation to the natural and man-made environment
♣ Symbol System: control in relation to human made symbol and communication system
o Process of evaluating assessments and developing a report
executive skills
response inhibition
the capacity to think before you act– this ability to resist the urge to say or do something allows us the time to evaluate a situation and how our behavior might impact it.
executive skills
working memory
the ability to hold information in memory while performing complex tasks. It incorporates the ability to draw on past learning or experience to apply to the situation at hand or to project the future.
executive skills
emotional control
the ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior.
executive skills
sustained attention
the capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom
executive skills
task initiation
the ability to begin projects without undue procrastination, in an efficient or timely fashion.
