cognition

Question 1

5 types of attention skills

Answer 1

Focused
sustained
selective
divided
alternating

Question 2

Selective Attention

Answer 2

like when we’re driving. I can select the places I need to attend to. I can make adjustments based on what I need to.

Question 3

Divided Attention

Answer 3

able to do two things at once. Two seperate things. I can cook while unloading the dishwasher.

Question 4

alternating attention

Answer 4

being able to switch gears when attention need to be put someplace else.

Question 5

Memories

Answer 5

The ability to retain information for use at a later time.

Question 6

memory has a multi-store model

Answer 6

what do I need to keep, what do I need to let go of

Question 7

memory process

Answer 7

incoming - sensory memory - attention - transfer - long term memory.

some of these may be displaced if not needed

Question 8

sensory memory

Answer 8

does this information need to be kept

Question 9

short term memory

Answer 9

we have to pay attention to this, remember it. it might go to working memory

Question 10

working memory

Answer 10

you have to use it

Question 11

long term memory

Answer 11

long ago stuff, that we need to pull up.

Question 12

declarative memory has two parts

Answer 12

semantic - knowing certain facts

episodic - remember the episodes that happened, very specific to you

Question 13

Procedural memory

Answer 13

knowing the routine or routine to doing something

Question 14

prospective memory

Answer 14

Remembering things that you need to remember, appointments, exams, etc.

Question 15

information processing input

Answer 15

sensory information

Question 16

information processing output

Answer 16

response to sensory information or input

Question 17

sped of information is presented may

Answer 17

impact the way we understand or remember it

Question 18

Amount of information may

Answer 18

impact the way we remember things

Question 19

the form of information being presented

Answer 19

may impact the way we remember or if we do.

Question 20

Executive functions

Answer 20

The ability to initiate, plan, organize, monitor and evaluate thinking and behavior.

Question 21

executive function is comprised of what 3 skills

Answer 21

working memory
cognitive flexibility
inhibitory control

Question 22

executive function is responsible for

Answer 22

paying attention, organizing and planning, initiating tasks and staying focused on them, regulating emotions, self-monitoring.

Question 23

executive functions Used most in the following 5 situations:-

Answer 23

When attempting something technically difficult or dangerous.

Situations requiring overcoming of a strong temptation.

Those requiring decision making and problem solving

Error correction or trouble shooting

Situations requiring the realisation of a delayed intention e.g. remembering an appointment

Question 24

Executive Functions- Who might we see?

Answer 24

Children with Intellectual Disabilities (ID)

Attention Deficit Hyperactivity

Disorder (ADHD) with or without EF deficits

Prematurity

Hypertension

Autism Spectrum Disorder (ASD)

Abuse/Trauma History

Research indicates Down syndrome

Question 25

Children with DCD will experience Executive Function difficulties

Answer 25

Nonverbal executive function tasks Verbal fluency (Bernardi, et. al., 2018) Knowing this, use clinical reasoning to determine occupations and performance skills which will be difficult for Joseph.

Question 26

Cognitive Orientation to Daily Occupational Performance (CO-OP)

Answer 26

client centered, performance based, problem solving approach, that enables skill acquisition, through a process of strategy

Question 27

four primary objectives

Answer 27

skill acquisition cognitive strategy use generalization transfer of learning

Question 28

Who is coop for?

Answer 28

Developmental Coordination Disorder (DCD) High-functioning autism spectrum disorders (ASD) Traumatic brain injuries Attention deficit hyperactivity disorder Motor skill delay

Question 29

Key features of coop

Answer 29

Client Chosen Goals Dynamic Performance Analysis Cognitive Strategies Guided Discovery Enabling Principles Parent/significant other involvement Intervention Format

Question 30

Coop requires a

Answer 30

rote script elaboration mnemonic techniques knowledge task specification attention to doing pacing stimuli reduction

Question 31

Cognitive functional model (Cog-Fun)

Answer 31

Objective: “Promote the acquisition of executive strategies and self-efficacy in occupational performance” (Maeir, Fisher, Bar-Ilan, Boas, Berger, Landau, 2014) Three change mechanisms: Executive strategy Enabling Use of environmental Research to support use with children who have a diagnosis of ADHD

Question 32

Measurable goals

Answer 32

Defining the Student’s Needs Writing the goal Description of observable learner performance or behavior List any conditions or equipment needed Measurable criteria that specifies the level that is acceptable for “mastery”

Question 33

We do not write an attention goal

Answer 33

True

Question 34

measurable components of goals

Answer 34

Must be measurable State what the student can reasonably accomplish in a school year “Relate to helping the student be successful in the general curriculum and/or address other educational needs resulting from the disability”

Question 35

objectives

Answer 35

Considered the steps needed to achieve the annual goal Ladder or pieces of the pie Write objective using: Condition, Behavior, Measure Not all IEP students will have objectives. Alternative Assessment