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Cognitive Eval > Week 11 > Flashcards

Week 11 Flashcards

1
Q
  • brain functions used to manage attention, emotions, and pursuit of goals.
  • emerge during preschool years and don’t fully mature until early adulthood.
A

executive functions

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2
Q

EF are more predictive of __ __ than IQ.

A

school success

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3
Q

cognitive control and EF are abilities that depend on which part of the brain?

A

prefrontal cortex

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4
Q

ability to engage independent, purposeful, self-directed behavior

A

EF

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5
Q

deficiencies in EF are in one or more of which 4 areas?

A
  • volition
  • planning
  • purposive actions
  • self-awareness and self-monitoring
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6
Q

name the 3 core executive functions.

A
  • inhibitory control (self-control)
  • working memory
  • cognitive flexibility
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7
Q

name the 3 higher order executive functions.

A
  • problem solving
  • reasoning
  • planning
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8
Q
  • stopping an impulsive act

- being able to think about the consequences before acting.

A

inhibit

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9
Q
  • transitioning from one task to another
  • preferred to non-preferred activity
  • letting go of a specific interest
  • behavioral and cognitive shifting
A

shift

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10
Q

name the 2 components of behavioral control.

A
  • inhibit

- shift

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11
Q

begin tasks independently without reminders

A

initiate

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12
Q

sustain attention to task; following directions

A

working memory

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13
Q

plan ahead, develop strategies

A

plan/organize

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14
Q

paying attention to what you’re doing

A

monitor

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15
Q

name the 5 components of cognitive control.

A
  • initiate
  • working memory
  • plan
  • organize
  • monitor
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16
Q
  • simultaneously hold in mind all qualities of an object or situation
  • look beyond the immediate experience or stimulus
  • formulate hypotheses
  • uses imagination/creativity
  • view other’s perspective
  • think symbolically-metaphor/analogies
  • inductive/deductive reasoning
A

abstraction

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17
Q

regulation of reactions

A

emotional control

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18
Q

which 2 aspects of EF each independently predict both math and reading competence throughout the school years?

A

working memory and inhibitory control

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19
Q
  • rating of behaviors in unstructured situations involving planning, organization, and problem-solving
  • flexibility and shifting set
  • generation of ideas or concepts
  • categorization, organization, and planning tasks
A

assessment of executive function

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20
Q
  • designed to predict everyday problems that arise from EF problems
  • useful in picking up subtle/high level difficulties
  • battery of 6 subtests
  • dysexecutive questionnaire (client and caregiver)
A

BADS: behavioral assessment of the dysexecutive syndrome

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21
Q
  • say yes to red care, say no to black
  • then say yes if same color as last card, no if a different color
  • subtest of the BADS
A

rule shift

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22
Q

this is a test of planning, task scheduling and performance monitoring: in the next 10 mins you have 3 tasks to do. you will not be able to do everything in 10 minutes but you should try to do at least something from each of the 6 parts. you cannot do parts A and B of the same task one after another.

A

modified 6 elements - subtest of the BADS

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23
Q
  • designed to assess categorization and mental flexibility
  • use of common objects
  • requires only 10-20 minutes
  • involves exploring the use of cues to facilitate performance
  • cues provided move from more general to more specific feedback
  • helps sort out reason for difficulty
  • includes investigation of awareness
A

toglia categorization assessment (TCA)

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24
Q

is the toglia categorization assessment TCA a static or dynamic assessment?

A

dynamic

25
Q

name the 5 subtests of the EFPT.

A
  • hand washing
  • oatmeal preparation
  • telephone
  • taking medication
  • paying bills
26
Q

verbalize a plan of action before and during execution of a task

A

verbal mediation

27
Q

strategy - what do I need to do? what do I have to do next?

A

self-questioning

28
Q

name 3 examples of external strategies for treatment of EF - adapting the tasks and the environment.

A
  • checklists
  • create charts, diagrams, tables,
  • periodic auditory alerts for self-monitoring and regulation
29
Q

name 2 methods of creating checklists.

A
  • perform task and write down steps as it is performed

- watch therapist perform task and write steps

30
Q

name 3 examples of cognitive flexibility strategies.

A
  • use imagery or visual pictures in your mind
  • summarize the main issues
  • talk aloud procedures through each step
31
Q

when does EF emerge?

A

during infancy

32
Q

name 2 examples of EF during infancy.

A
  • patience while waiting for food

- sharing toys with each other

33
Q

there at least how many networks in the brain involved in executive control?

A

at least 6

34
Q

core EF and higher order EF together create what?

A

executive control

35
Q

which population will have more inhibition control issues?

A

addiction

36
Q

which types of treatment approaches are involved in removing triggers during addiction rehab?

A

-functional - adaptation (moving away to eliminate triggers), compensatory (helping person recognize when triggers are starting)

37
Q

which type of population will have more shifting issues?

A

OCD

38
Q
  • understanding that you made an error

- ex: saying that you said the wrong thing and apologizing

A

error monitoring

39
Q

manager of executive functions

A

executive control

40
Q

when does self-regulation/emotional control develop?

A

terrible twos

41
Q

name 3 EFs that the marshmallow test involves.

A
  • inhibition
  • regulation
  • abstract thinking
42
Q

which types of tasks should be part of an EF assessment?

A

tasks that involve multiple steps

43
Q

name 3 EFs that 20 questions involves.

A
  • abstract thinking
  • inhibition
  • working memory
44
Q

read color not letter, have to do it as fast as possible

A

stroop test

45
Q

name a limitation of the D-KEFS assessment.

A

-connection to everyday real world function isn’t clear, very abstract and laboratory, not functional cognition

46
Q

getting cork out of tube

A

action program

47
Q

how much time to do a certain thing

A

temporal judgment

48
Q

uses common objects - forks and spoons in different colors and sizes

A

TCA

49
Q

describe the progression of cues in the TCA.

A

cues move from general to specific feedback, level by level

50
Q

what is scoring based on in the TCA?

A

based on the cue he got

51
Q
  • multiple choice questions

- designed specifically for elderly adults

A

assessment of problem solving

52
Q

the assessment of problem solving is specifically used for which population?

A

elderly adults

53
Q
  • assesses problem-solving, initiation, organization, time management, following rules
  • tends to show more than the D-KEFS
  • requires a lot of work to prepare
A

multiple errands test

54
Q
  • rule following, problem-solving, initiation

- easier to conduct, less environmental aspects to set up

A

weekly calendar test

55
Q

name 2 reasons why verbal mediation is a useful strategy.

A
  • helps encode the info

- verbally stating plan helps to organize - become more concrete

56
Q

name a huge strategy in EF.

A

breaking down a task into steps

57
Q

using a checklist across items involves which treatment approach?

A

multicontextual

58
Q

name the 6 subtests of the BADS.

A
  • temporal judgment
  • rule shift cards
  • action program
  • key search
  • zoo map
  • modified six elements

Cognitive Eval (13 decks)

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