Week 11 - Executive Function (after midterm)

Question 1

a child’s ability to acquire and use information in order to adapt to environmental demands

Answer 1

cognition

Question 2

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.

Answer 2

executive functions

Question 3

the ability to impose order on work, play, and storage spaces.

Answer 3

organization

Question 4

the ability to create and maintain systems to keep track of information or materials

Answer 4

organization

Question 5

the ability to begin a task or activity and to independently generate ideas, responses, or problem-solving strategies

Answer 5

task initiation

Question 6

the ability to begin projects without undue procrastination, in an efficient or timely fashion.

Answer 6

task initiation

Question 7

the ability to manage current and future-oriented task demands.

Answer 7

planning & prioritization

Question 8

the ability to create a roadmap to reach a goal or to complete a task

Answer 8

planning & prioritization

Question 9

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.

Answer 9

time management

Question 10

the capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom

Answer 10

sustained attention

Question 11

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.

Answer 11

goal-directed persistence

Question 12

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

Answer 12

working memory

Question 13

the ability to monitor one’s own performance and to measure it against some standard of what is needed or expected

Answer 13

metacognition

Question 14

the ability to generalize and transfer cognitive skills to meet changing contextual demands

Answer 14

metacognition

Question 15

involves mnemonics, rehearsal, imagery to be able to retain new info

Answer 15

metacognition

Question 16

the capacity to think before you act

Answer 16

response inhibition

Question 17

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

Answer 17

response inhibition

Question 18

what is the opposite of inhibition?

Answer 18

impulsivity

Question 19

the ability to move freely from one situation to another and to think flexibly in order to respond appropriately to the situation

Answer 19

flexibility

Question 20

the ability to revise plans in the face of obstacles, setbacks, new information, or mistakes. relates to an adaptability to changing conditions.

Answer 20

flexibility

Question 21

the ability to sustain homeostasis over time in order to remain engaged, focused, efficient

Answer 21

self-regulation

Question 22

the ability to thrive in stressful situations and to cope with uncertainty, change, and performance demands

Answer 22

self-regulation

Question 23

the ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior

Answer 23

emotional control

Question 24

the ability to bring rational thought to bear on feelings

Answer 24

emotional control

Question 25

name 4 ways of evaluating executive functions.

Answer 25

1. behavioral assessment of the dysexecutive syndrome in children
2. BRIEF
3. Child Occupational Self-Assessment
4. COPM

Question 26

concretizing abstract concepts into levels

Answer 26

scales

Question 27

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

Answer 27

priming

Question 28

breaking down complex tasks into steps

Answer 28

checklists

Question 29

making time visible

Answer 29

timers

Question 30

organizing thoughts and things

Answer 30

space

Question 31

thinking back to plan ahead

Answer 31

reflection

Question 32

ex: putting toys away, sorting desk, locker, room, color-coding notebooks and folders for school

Answer 32

organization

Question 33

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

Answer 33

task initiation

Question 34

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

Answer 34

planning & prioritizing

Question 35

ex: stickers at the end of the day/task, allowance for the end of the week for doing chores

Answer 35

goal-directed persistence

Question 36

ex: remembering to go through all of the tasks, tying your shoe, steps for showering

Answer 36

working memory

Question 37

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

Answer 37

response inhibition

Question 38

which diagnostic category is the textbook manifestation of lack of inhibition?

Answer 38

ADHD

Question 39

ex: sharing

Answer 39

flexibility

Question 40

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

Answer 40

emotional control