executive functioning presentation

8/13/2019 Executive Functioning Presentation

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The executive functions are a set of processes that all have to do with

managing oneself and one's resources in order to achieve a goal. It is an

umbrella term for the neurologically-based skills involving mental control

and self-regulation.(Cooper-Kahn & Dietzel, 2008).

Executive function is the ability to selectively attend to, work with, and

plan for specific information.(Tanner, 2009).

Executive function is the ability to regulate ones behavior throughworking memory, inner speech, control of emotions and arousal levels,

and analysis of problems and communication of problem solutions to

others(Hallahan, Kauffman, & Pullen, 2012, p. 459).

A Few Definitions


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A Few Theories

Peg Dawson, Ed. D. and Richard Guare, Ph.D.-12separate but interrelated skills make up executivefunction

Russell Barkley, Ph.D.-executive functions allow forself-regulation; behavioral inhibition is the primaryexecutive function that all others evolve from

Thomas Brown, Ph.D.-six clusters of cognitive

functions: activation, focus, effort, emotion, memory,and action


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Examples of Good Executive

FunctioningMental flexibility

Good planning

Organization

Self-monitoring


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Executive Functions

Flexibility

Goal-directed persistence

Metacognition

Organization

Planning Regulation of affect

Response inhibition

Social thinking

Sustained attention

Task initiation Time management

Working memory


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Executive Function Assessment

Wisconsin Card Sorting Test(WCST): abstract reasoning and

ability to shift cognitive strategies in response to environmental

changes.

California Verbal Learning Test-Childrens Version(CVLT-C):

verbal learning and memory deficits

Behavior Rating Inventory of Executive Functioning(BRIEF):

behavior functioning


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Executive Function Assessment(cont.)

Delis-Kaplan Executive Function System(D-KEFS):wide range of verbal and non-verbal executivefunctions

9 Subtests: Trail-Making Test

Verbal Fluency

Design Fluency

Color-Word Interference Test

Sorting Test

Twenty Questions Test Word Context Test

Tower Test

Proverbs Test


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Look at the words below and read them as quickly as you can without

making any mistakes.

red blue green yellow blue green red green

blue red blue yellow green yellow red green

red green yellow blue green blue red blue

D-KEFS Color-Word Interference Word

Reading Task:


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Look at this page...the color names are printed in a different colored ink.You are to name the color of the ink that the letters are printed in not read

the word.





Reading Task:


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This time, for many of the words you are to name the color of the ink andnot read the words. But if a word is inside a little box, you should read the

word and not name the ink color.





Reading Task:


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As the demand on Executive Functioning becomes greater, the number

words/colors read correctly decreases.

The D-KEFS Color-Word Interference Test can be used by the school

psychologist to evaluate both cognitive flexibility and a studentsability to inhibitunplanned, impulsive responses within the verbal modality(Swanson, 2005, p.

121).

Looks at the students ability to control impulsiveness in verbal problem solving.


Reading Test:


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Executive Function

and Effects on the Brain

By Lisa M. Goritz

Section 2


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Two Words to Remember

Frontal Lobe

&

Cortex

HelloFriends


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The Frontal Lobe Of The Brain

The frontal lobe had a major impact on executive

function.

Located top front part of brain behind forehead


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The Role of Frontal Lobe

The frontal lobe: continues to develop through

adolescence and into adult life.

Manages: Body movement, emotions, attention,

motivation. Thinking functions: decision making, judgment,

abstract reasoning, planning and completing tasks,

working memory and meeting goals.


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Cortex Of The Brain

The cortex is the site in the brain where lower levelprocesses like sensation and perception areprocessed and integrated into thoughts, memoriesand abilities, and actions are planned and initiated.

People with frontal lobe injuries have difficulty withthe higher level processing that underlies executivefunctions.

Because of its complexity, the frontal cortex develops

more slowly than other parts of the brain and manyexecutive functions do not fully develop untiladolescence.


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Tests Used For Executive Function

MRI

CT Scans

How Are Problems with Executive Function Identified?

There is no single test or even battery of tests thatidentifies all of the different features of executive function.

Educators, psychologists, speech-language pathologists,and others use a variety of tests to identify problems.

Careful observation and trial teaching are invaluable in

identifying and better understanding weaknesses in thisarea.


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Fun Test Time

Get a sheet of paper out!!!


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Test Used for Executive Function

In one minute, how many animals

can you think of that start with the

letter "S"?


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TestsUsed For Executive Function

(cont.)

Shark Snail

Seal Skunk

Swan Starling

Salamander Seagull

Squirrel Stork

Salmon Serpent


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Psych and Developmental disorders

Executive function deficits are associated with anumber of psychiatric and developmental disordersincluding:

Obsessive-compulsive disorder

Tourette's syndrome Depression

Schizophrenia

Attention-deficit/hyperactivity disorder

Autisim


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Anti-Social


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Anti-social Behavior

Executive function deficits also appear to play

a role in antisocial behavior.

Chronic heavy users of drugs and alcohol show

impairments on tests of executive function.

Some of these deficits appear to result from

heavy substance use, but there is also

evidence suggesting that problems with

executive functions may contribute to the

development of substance use disorders.


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DamageTo The Brain

Damage to the frontal lobe or the cells that

send information to the frontal lobes may

result in decline function.

In the case of an injury to the fontal lobe such

as stroke or head injury there may be a

sudden loss of functions from this area of the

brain.


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Impact of Stroke


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Alzheimers/Dementia


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Dementia/Alzheimer's

Slow progressive decline, cause frontal

dementia. Decline in thinking.

Some days executive function may be better

or worse.

The way the brain forms tangles in executive

function will have an interference with

memory, attention span, inappropriateresponses.


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Picture of Dementia/Normal


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Attention Deficit Hyperactivity

Disorder


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ADHD

Five years ago, most parents and teachers of

students with ADHD didn't have a clue that a

child's academic success was contingent upon

strong executive skills.

Parents and educators realize that deficits in

critical cognitive skills known as executive

functions (EF) are slower to mature in manychildren with ADHD


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ADHD Cont.

In 2007, researchers made a startling discovery: thebrains of students with ADHD mature three years moreslowly than their peers.

This helps explain why their executive skills are

delayed.

Two years later, scientists found that the part of thebrain that enables students to work on "boring tasks"such as school work has a reduced number of

dopamine receptors and transporters. Which is why students with ADHD have the capability

to play video games for hours vs doing homework.


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ADHD MRI

MRI and CT to look at differences of the brain for children

with ADHD. Right frontal lobe is smaller with children with

ADHD.


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ADHD

Basal Ganglia has been believed to be

responsible for ADHD.


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Autism


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Autism

The brains of children with autism have far

more neurons in the prefrontal cortex than

the brains of kids without autism, finds a new

study that could advance research into thedisorder.

If there is an excess number of neurons, there

must be a negative consequence to that in theway the brain becomes wired or organized.


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Autism Study

In a small, preliminary study, researchersexamined postmortem brain tissue from sevenboys with autism and six boys without autism

who were aged 2 to 16 when they died. The children with autism had on average 67

percent more neurons -- a type of brain celland a fundamental building block of the

nervous system -- than boys without autism ofa similar age.


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Tourettes
http://images.search.yahoo.com/images/view;_ylt=A0PDoX41ML9OuiUANf.JzbkF;_ylu=X3oDMTBlMTQ4cGxyBHNlYwNzcgRzbGsDaW1n?back=http://images.search.yahoo.com/search/images?p=tourettes&n=30&ei=utf-8&fr=slv8-hpd10&b=1&tab=organic&w=400&h=278&imgurl=www.stitcheroos.com/images/tourettes1.gif&rurl=http://www.stitcheroos.com/item_1031/Tourettes-Awareness-Shirt.htm&size=30.6+KB&name=Stitcheroos+personalized+Tourettes+awareness+Tee.&p=tourettes&oid=bf048d6addfd06815aa459046e064f98&fr2=&fr=slv8-hpd10&tt=Stitcheroos+personalized+Tourettes+awareness+Tee.&b=0&ni=28&no=1&tab=organic&ts=&sigr=122dgqfk2&sigb=134eqp26i&sigi=119jna7ab&.crumb=Bb./S7VNWrU


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Tourettes

The Tourettes brain shows alterations in the

white-matter connections that allow different

brain areas to communicate with one another.

Brain scans also revealed changes in activity as

indicated by blood flow when people with

Tourette syndrome performed an executive

function task.


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Tourettes

Researchers found that changes in the frontal

cortex of the Tourettes brain, the region most

often linked to executive function, are strongly

linked to levels of tic severity and executivetask performance.


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The End


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Alexis TurnPart 4

Executive Functioning Processes

-Planning

-Organizing

-Prioritizing

-Shifting

-Memorizing-Checking

(Students frequently

succeed in problem

solving and conceptual

reasoning, but may have

difficulty initiating work,shifting strategies, self-

monitoring and selecting

appropriate work)


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School Continued

Many of these students may have been successful in early

elementary school, where the focus has been on developing

isolated skills .

(e.g., decoding, spelling, math facts, and computation).

They begin to experience academic difficulties in the upper gradeswhen they are required to integrate many skills in order to

complete complex, open-ended tasks independently

(e.g., reading comprehension, summarizing, math problem solving,

essay writing).


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Executive Functioning Difficulties

Their strong conceptual

reasoning abilities may not

match their output and

productivity because of

their difficulties organizingand prioritizing numerous

details.

Info may become clogged or

stuck, so they cannot

initiate new tasks or shift

flexibility.

Difficulties emerge as theacademic curriculum

becomes more complex and

conceptually demanding.

Students are required tosynthesize and organize

large amounts of info.


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Affects Learning & Strategies

Difficulty planning a project

Trouble comprehending how

much time a project with take

to complete

Struggles to tell a story orcommunicating details in

sequence

Difficulty retaining information

while doing something with it.

i.e. remembering a phone

number while dialing

Take step-by-step approaches

Use tools like time organizers,

computers or watches with

alarms

Visual schedules and reviewthem a few times a day

Ask for written directions with

oral instructions

Plan and structure transition

times and shifts in activites

Create checklists, estimating

how long tasks will take

I d d t t d i h k


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Independent studying, homework,

and long-term projects Challenging for many students with learning disabilities as they advance to

the higher grades.

Tasks are highly dependent on executive function processes and require

students to plan ahead, predict outcomes, and set long-term goals.

Self-regulation and self-monitoring are critical to create independence. Independent projects are particularly challenging for students with weak

executive function processes, as they involve several aspects of

organization, including time management, sequencing information,

acquiring the materials and information needed to complete tasks, bringing

tasks to completion, and remembering to submit them in time to earn

credit (Meltzer).


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Test taking

Places demands on a students ability to plan and execute specific

responses on demand. Students with learning disabilities frequently

struggle to perform appropriately on tests and cannot easily show

what they know (Meltzer & Montague, 1995; Scruggs &

Mastropieri, 1995).

They may not: listen to cues from teachers, easily understand the

format of textbooks and may not recognize sidebars, diagrams, or

tables of contents as tools for organizing and prioritizing

information, use cues from the classroom and from print to predict

possible questions on upcoming tests and to plan potentialresponses.

Many students with learning disabilities do not easily manage their

time, struggle to identify the most important information for

studying, and do not prioritize their tasks.


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The bottom line

The brain continued to mature and develop connections well

into adulthood, and a persons executive abilities are shaped

by both physical changes in the brain and by life experiences,

in the classroom and in the world at large. Early attention to

developing efficient skills in this areas can be very helpful andfrequent reassurance and explicit feedback are strongly

recommended (National Center for Learning Disabilities,

2008).


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Bibliography

Cooper-Kahn, J., & Dietzel, L. (2008). What is executive functioning?. Retrieved from http://www.ldonline.org/article/29122/

Decaire, M. (2006).Executive functioning assessment in psychoeducational domains. Retrieved fromhttp://www.slideshare.net/psychoed/executive-functioning-assessment-in-psychoeducational-domains

Hallahan, D., Kauffman, J., & Pullen, P. (2012).Exceptional learners: An introduction to special education. (12 ed.). Upper SaddleRiver, New Jersey: Pearson Education, Inc.

Horowitz, S. H. (2007, March 1). Executive functioning and learning disabilities. Retrieved from www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilities

LearningWorks for Kids. (2007). What are executive functions?. Retrieved from http://learningworksforkids.com/executive.html

McCloskey, G. (2008).Assessment of executive functions. Retrieved from http://www.ahi-online.com/SchoolPsychHandouts2008/AtlanticCity/McCloskey.pdf

National Center for Learning Disabilities. (2008). Executive function fact sheet. Retrieved from

www.ldonline.org/article/24880/?theme=print

Swanson, J. (2005). The delis-kaplan executive function system: A review. Canadian Journal of School Psychology, 20(1/2), 117-128. doi: 10.1177/0829573506295469

Tanner, J. (2009, July 10). What is executive function?. Retrieved from http://www.brainybehavior.com/blog/2009/07/what-is-executive-function/
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