Third Paragraph

Question 1

Third paragraph points

Answer 1

Executive dysfunction, characterised by
Such dysfunction is a defining feature of
This disorder usually manifests in
Primary impulsive is characterised by
Primary inattentive manifests as
Furthermore, deficits in
Additionally, difficulties with
These impairments illustrate how
Difficulties with
Children with ADHD may
This lack of self awareness can
For instance
Enhancing metacognition through
Intervention targeting EF deficits
Finally,
Therefore

Question 2

Executive dysfunction, characterised by…

Answer 2

…impairments in EF processes, can lead to significant challenges in planning, organising, controlling impulses and maintaining focus.

Question 3

Such dysfunction is…

Answer 3

…a defining feature of ADHD, a neurodevelopmental disorder affecting approximately 5% of children worldwide (Polanczyk et al., 2015)

Question 4

This disorder usually manifests in…

Answer 4

…one of three subtypes; primary impulsive, primary inattentive or a combination of both, which is most common.

Question 5

Primary impulsive is characterised by…

Answer 5

…a struggle with inhibitory control, making it difficult for them to resist distraction or manage impulsive behaviours (Barkley, 2014)

Question 6

Primary inattentive manifests as…

Answer 6

…daydreaming and doing less work than would be expected.

Question 7

Furthermore, deficits in…

Answer 7

…working memory can hinder they ability to follow multi-step instructions or complete tasks requiring sustained mental effort (Kofler et al., 2018)

Question 8

Additionally, difficulties with…

Answer 8

…attentional flexibility can result in challenges shifting focus between tasks, leading to frustration and decreased productivity (Willcutt et al., 2020)

Question 9

These impairments illustrate how…

Answer 9

…executive dysfunction can impact daily functioning, academic performance and social interactions (Willcutt et al., 2020)

Question 10

Difficulties with…

Answer 10

…metacognition are also prevalent in individuals with ADHD, compounding the challenges associated with the condition.

Question 11

Children with ADHD may…

Answer 11

…struggle to evaluate their performance, recognise when strategies are ineffective or make necessary adjustments to their approach (Knouse et al., 2019)

Question 12

This lack of self-awareness can…

Answer 12

…lead to repeated mistakes, incomplete tasks and difficulty learning from experience (Knouse et al., 2019)

Question 13

For instance…

Answer 13

…a child with ADHD may repeatedly mismanage their time on homework assignments, without recognising the need to change their approach (Gavin et al., 2022)

Question 14

Enhancing metacognition through…

Answer 14

…targeted interventions with parental involvement, such as checks-ins at the end of homework sessions to ‘prompt and praise skill use’ and setting homework rules can be of benefit (Galvin et al., 2022)

Question 15

Interventions targeting EF deficits such as…

Answer 15

…cognitive-behavioural therapy and executive skills training, have also shown promise in mitigating these challenges and improving outcomes for children with ADHD (Evans et al., 2018)

Question 16

Finally…

Answer 16

…integrating metacognitive training into therapeutic and educational programmes enable those supporting children with ADHD to provide better support (Knouse et al., 2019)

Question 17

Therefore, using targeted interventions for children with ADHD can…

Answer 17

…enable them to develop better self-regulation and problem-solving abilities, ultimately enhancing their academic and social functioning (Veenman and Van Cleef, 2019)