Week 11 - Executive Function (after midterm) Flashcards
a child’s ability to acquire and use information in order to adapt to environmental demands
cognition
a set of processes that have to do with managing oneself and one’s resources in order to achieve a goal; umbrella term for the neurologically-based skills involving mental control and self-regulation.
executive functions
the ability to impose order on work, play, and storage spaces.
organization
the ability to create and maintain systems to keep track of information or materials
organization
the ability to begin a task or activity and to independently generate ideas, responses, or problem-solving strategies
task initiation
the ability to begin projects without undue procrastination, in an efficient or timely fashion.
task initiation
the ability to manage current and future-oriented task demands.
planning & prioritization
the ability to create a roadmap to reach a goal or to complete a task
planning & prioritization
the capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. also involves a sense that time is important.
time management
the capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom
sustained attention
the capacity to have a goal, follow through to the completion of the goal, and not be put off by or distracted by competing interests.
goal-directed persistence
the capacity to hold info in mind for the purpose of completing a task; incorporates the ability to draw on past learning or experience to apply to the situation at hand or to project into the future
working memory
the ability to monitor one’s own performance and to measure it against some standard of what is needed or expected
metacognition
the ability to generalize and transfer cognitive skills to meet changing contextual demands
metacognition
involves mnemonics, rehearsal, imagery to be able to retain new info
metacognition
the capacity to think before you act
response inhibition
the ability to resist the urge to say or do something that allows us the time to evaluate a situation and how our behavior might impact it
response inhibition
what is the opposite of inhibition?
impulsivity
the ability to move freely from one situation to another and to think flexibly in order to respond appropriately to the situation
flexibility
the ability to revise plans in the face of obstacles, setbacks, new information, or mistakes. relates to an adaptability to changing conditions.
flexibility
the ability to sustain homeostasis over time in order to remain engaged, focused, efficient
self-regulation
the ability to thrive in stressful situations and to cope with uncertainty, change, and performance demands
self-regulation
the ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior
emotional control
the ability to bring rational thought to bear on feelings
emotional control
name 4 ways of evaluating executive functions.
- behavioral assessment of the dysexecutive syndrome in children
- BRIEF
- Child Occupational Self-Assessment
- COPM
concretizing abstract concepts into levels
scales
involves the process of preparing the child for a change; paramount to helping the child with impulse control, emotional control, building up frustration tolerance, visual and verbal cues
priming
breaking down complex tasks into steps
checklists
making time visible
timers
organizing thoughts and things
space
thinking back to plan ahead
reflection
ex: putting toys away, sorting desk, locker, room, color-coding notebooks and folders for school
organization
ex: the ability to put one foot in front of the other and take a step to walk, the ability to write a title, front page, outline of a paper
task initiation
ex: trying to do an obstacle course, figuring out a puzzle, explaining steps or order of when things will happen, getting ready in the morning, applying for college
planning & prioritizing
ex: stickers at the end of the day/task, allowance for the end of the week for doing chores
goal-directed persistence
ex: remembering to go through all of the tasks, tying your shoe, steps for showering
working memory
ex: giving child candy and telling them not to eat it until adult comes back, saying mean things without thinking about what he/she is saying, urge to speak your mind to referee or umpire when you don’t agree with the call
response inhibition
which diagnostic category is the textbook manifestation of lack of inhibition?
ADHD
ex: sharing
flexibility
ex: ability to keep it together when starbucks order is messed up, to be stuck on a specific feeling or thought, getting into a fight when someone says something to you
emotional control
