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Executive Function

Executive Function. John Laing, Provisional Psychologist Kristy McConnell, Registered Psychologist. High level cognitive processes required to plan & direct activities Task initiation Follow through Sustained attention Performance monitoring Inhibition of impulses

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Executive Function

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  1. Executive Function John Laing, Provisional Psychologist Kristy McConnell, Registered Psychologist

  2. High level cognitive processes required to plan & direct activities • Task initiation • Follow through • Sustained attention • Performance monitoring • Inhibition of impulses • Goal directed persistence What is executive function?

  3. Behavioural Changes Brain Changes Experiences (Environment) • Brain development and neuroplasticity

  4. Barkley’s Model of EF

  5. ADHD ADHD is associated with impairment in Executive Functioning Difficulty with inhibition &/or self-discipline

  6. The impact of alcohol: • Brain injury- • Communication • Memory • Adaptive function • Academics- Math • Executive functions • Attention and self-regulation • Intelligence Diagnostic criteria: Growth, face, brain, alcohol history FASD Mental health lens vs. brain damage

  7. Planning • Organization • Problem solving • Time blindness • Task Initiation • Goal Directed Persistence • Flexibility • Inhibition • Delay of gratification • Emotions • Reward and punishment stimuli • Working memory • Coping • Novelty • Time management • Time Blindness Executive Skills

  8. Identify the lagging skills • Knowledge of & ability to assess executive skills • Specific interventions targeted at particular executive or cognitive weakness(es) Interventions

  9. ADHD Related FASD Related • Remediate underlying cognitive factors • General learning ability • Slower pace of instruction • Active learning • Touch, talk, experiment • Working memory • Small pieces of info • Rhymes/songs • Cues • Repetition/practice • Time for recall • Visual-spatial skills • Tactile objects/manipulatives • Guide visual attention • Add structure to paper • Vertical number line • Visual Motor/Graphomotor Skills • Metacognition • 30% Rule • Point of performance • Self-esteem • Attention interventions • Modify environment • Clear from auditory and visual distractions • Minimize visual clutter • Clear desks and workspaces • Visually highlighting important aspects of an activity • Nonverbal cues • Short tasks; specific one instruction at a time • Providing cues when there is a shift in an activity

  10. Russell Barkley: http://russellbarkley.org/ • Sam Goldstein: http://samgoldstein.com/cms/index.php/articles/ • Books: • Executive Skills in Children and Adolescents: A Practical Guide Assessment and Intervention (2nd. Ed.) by Peg Dawson and Richard Guare • Coaching Students with Executive Skills Deficits by Peg Dawson and Richard Guare • Peg Dawson Workshop, April 30th: http://workshops.jackhirose.com/JHA_Workshop.php?id=131 • Archived video sessions related to educating students with FASD: http://www.fasd-cmc.alberta.ca/education-training/archived-sessions/categories/educators/ • FASD Strategies Not Solutions: http://www.acbr.com/fas/strategies_not_solutions.pdf Resources

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