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Executive Function Flashcards

(61 cards)

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1
Q

executive function

A

complex cognitive processing requiring the coordination of several sub-process

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2
Q

executive function is a prerequisite for..

A

successful functioning in any occupation

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3
Q

executive function involves higher order mental capacities that allow one to ____ to new situations and achieve goals

A

adapt

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4
Q

executive functions are housed in what lobe? what specific cortex?

A

frontal lobe
prefrontal cortex

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5
Q

Baddeley and Hitch working memory model

A

central executive -> phonological loop, visuo-spatial sketchpad, episodic buffer

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6
Q

phonological loop

A

auditory stimuli

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7
Q

episodic buffer

A

backup storage, helps long term and short term communicate

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8
Q

SAS - supervisory attentional system

A

housed in the frontal lobe/prefrontal cortex
higher control system needed to cope with planning, novelty, problem solving, and inhibition (multitasking)
template/schemas - new situations

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9
Q

SAS - supervisory attentional system - when/how to use

A

-when a routine action did not work for you
-need in situations where the routine selection of your action did not work
-need to carry out processes to figure out what to do (make a plan, goal-oriented action)

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10
Q

planning/organization

A

ability to plan/organize tasks, space, time, communication
efficiency is big here

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11
Q

emotional control

A

ability to manage and control emotions and emotional reactions

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12
Q

metacognition

A

awareness and understanding of one’s own thought process, thinking about thinking

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13
Q

inhibition

A

impulse control, response inhibition

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14
Q

working memory

A

simultaneously manipulate different information at the same time

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15
Q

cognitive flexibility

A

-the ability to adapt thoughts and/or behaviors in response to the environment
-being able to shift cognitively

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16
Q

task initiation

A

ability to begin a task without undue procrastination

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17
Q

time management

A

-understanding time, how to use time effectively, and how time affects ourselves and others
-time awareness and time estimation

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18
Q

sustained attention

A

-ability to maintain attention to an established task
-not the same as focus

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19
Q

cognitive dissonance

A

mental discomfort that results from holding 2 conflicting beliefs; what causes you to feel guilty after an action

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20
Q

EF difficulties are often symptoms of ____, ____, and/or ___

A

neurological
mental health
behavioral diagnoses

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21
Q

EF dysfunction (dysexecutive syndrome) is ____ in the DSMV

A

not

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22
Q

lateral orbitofrontal supplied by

A

anterior cerebral artery and middle cerebral artery

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23
Q

example of lateral orbitofrontal effected

A

euphoria, poor impulse control, disinhibition

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24
Q

dorsolateral supplied by

A

middle cerebral artery

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25
example of dorsolateral effected
impaired higher order functions (dysexecutive syndrome)
26
medial cortex supplied by
anterior cerebral artery
27
example of medial cortex effected
apathy, reduced affect
28
classifying executive disorders
-volition and goal formulation -planning -purposive action -performance effectiveness -classification based on anatomy/evolutionary development
29
EF Disorders classification: volition and goal formulation
self-awareness, initiation, and motivation
30
EF Disorders classification: planning
ability to conceptualize change, be objective, think about alternatives
31
EF Disorders classification: purposive action
to implement plans for goal achievement, including: productivity, self-regulation, sequencing actions, monitoring
32
EF Disorders classification: performance effectiveness
monitoring, quality control, self-correction, time management
33
clinical presentation: inhibition
-difficulty sitting still, poor socialization, and maintenance of social relationships, difficulty in fully reading or listening to verbal or written instructions -might be outspoke, yell out, not raise hand, interrupting others, safety awareness
34
clinical presentation: working memory
-difficulty with multi-step written or verbal directions -studying, "lazy kid", taking quizzes or tests, hard transferring what they know to what they are doing (too much in their mind at once)
35
clinical presentation: cognitive flexibility
-rigid thinking patterns, outburst with changes in routine, difficulty with open-ended tasks -socialization - may be bossy -not wanting to play with kids who have different ideas for how things can be used; fighting because a rule was changed
36
clinical presentation: planning/organization
-frequently loses track of materials, assignments, belongings, starts a task before finishing another -might see procrastination, difficulty with multi-step
37
clinical presentation: time management
-requires more time to complete familiar, simple routines, struggles to complete timed tasks, overacts to quick or unexpected interruptions -always wants to know "whats next"
38
executive function performance test (EFPT)
assesses EF via the performance of *real-world tasks* -will help determine if they are safe to return home and live independently
39
behavioral assessment of the dysexecutive syndrome (BADS)
-designed to test capacities for everyday life -predicting role competency -problem-solving skills
40
dysexecutive questionnaire (DEX)
-contextually sensitive -looks at a range of problems: emotional/personality, motivational, behavioral, cognitive
41
behavior rating inventory of executive function - adult version (BRIEF-A)
standardized measure of an adult's executive functions or self-regulations in their everyday environment
42
behavior rating inventory of executive function (BRIEF)
-assesses EF performance in children -parent report, teacher report, self-report forms -subscales: inhibit, shift, emotional control, initiate, working memory, plan/organize, organization of materials, monitor
43
multiple errands test
-a naturalistic "shopping" setting -3 tasks: buying items, being somewhere at a certain time, obtaining information -scores based on errors: rule breaks, interpretation failure, task failure
44
kettle test
-high test-retest reliability -top down -general cognitive assessment, memory, executive functioning
45
top-down interventions
calendars, organizers, planners, visual timers, re-vibe watch, visual schedule, environmental mods
46
bottom up interventions
trail making test over and over, paper/pencil tasks
47
alternate EF intervention categories
-environmental mods -compensatory strategies -task specific training -metacognitive strategy training
48
problem-solving training (PST)
-teaching clients to be more effective in using a slower, step wise approach, breaking down problems -how to generate different steps
49
5 aspects of problem solving
1. problem orientation and analyzing 2. problem definition and formulation 3. generating alternative and solutions 4. decision making 5. solution verification and evaluation
50
aspects of problem solving: problem orientation and analyzing
general recognition "this is the problem" help them identify
51
aspects of problem solving: problem definition and formulation
teach participants to discriminate between what is relevant and what is not related to their problem
52
aspects of problem solving: generating alternatives and solutions
goal here was to help the client understand there are more solutions than they thought
53
aspects of problem solving: decision making
making decisions; helping them look at pros and cons
54
aspects of problem solving: solution verification and evaluation
self-correction, look at solutions that worked and did not work
55
self-regulation strategies
-stop and think -asking clear thinking questions -thinking their way through each step -defining the problem -use clear thinking questions to produce, evaluate -role plays**
56
everyday descriptions task
-uses cue cards -have them practice retrieving certain memories for 30 minute -used for people with TBIs
57
self-instruction training
-trained to verbalize a plan of behavior before and during execution of the training task -overt then whispering then cover verbalization then inner talk -initially given explicit training regarding generalization of the use of these strategies applied to real-life problems
58
self instruction training: WSTC
W - what (what are you going to do) S - select (select strategy) T - try (try strategy out) C - check (check how the strategy is working; self-reflection)
59
goal management training stages
1. orienting and assessing current state 2. select the main goal 3. partition the goals and make subgoals 4. rehearse 5. monitor the outcome
60
intervention: environmenet
-level of tolerated distractions -structure required
61
intervention: external cuese
checklist, alternating tones (different alarm sounds for different things), modeling, tape recorder

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