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Executive Functioning: A Guide to Understanding and Supporting Students, Exams of Nursing

Abilene Christian University (ACU)Nursing

A comprehensive overview of executive functioning, a set of cognitive skills essential for academic success and everyday life. It explores key components of executive functioning, including working memory, inhibitory control, and cognitive flexibility, and explains how these skills contribute to learning, problem-solving, and self-regulation. The document also offers practical strategies for supporting students with executive function challenges, including modifications, interventions, and metacognitive verbalizations.

Typology: Exams

2023/2024

Available from 01/17/2025

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Executive Functioning
What is more critical for school success than IQ? - correct answer Executive function
executive function refers to... - correct answer Refers to the goal-oriented, purposeful behaviors that
allow an individual to take a strategic approach to problem solving
executive functioning includes behaviors such as... - correct answer behaviors such as inhibiting actions,
attending selectively to the important information, setting goals, and planning and organizing behaviors
executive functioning is critical for... - correct answer Critical for cognitive, social, and psychological
development, mental and physical health, and success in school and in life
simply speaking executive functioning is the ability... - correct answer Ability to plan, carry out, and
monitor a sequence of actions that is intended to accomplish a goal
Examples:
Completing homework assignments independently
Using a system for organizing school work
Effectively following a complex school schedule
EF is invoked when... - correct answer Invoked when a student faces a complex task and allocates
cognitive resources (attention, inhibition, planning, organizing and working memory)
examples of self-regulation skills - correct answer paying attention, planning, organizing, strategizing,
prioritizing, managing time and space, reasoning
the process of learning self-regulation is complete when... - correct answer the student internalizes
social talk and makes it self-talk
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Executive Functioning

What is more critical for school success than IQ? - correct answer Executive function executive function refers to... - correct answer Refers to the goal-oriented, purposeful behaviors that allow an individual to take a strategic approach to problem solving executive functioning includes behaviors such as... - correct answer behaviors such as inhibiting actions, attending selectively to the important information, setting goals, and planning and organizing behaviors executive functioning is critical for... - correct answer Critical for cognitive, social, and psychological development, mental and physical health, and success in school and in life simply speaking executive functioning is the ability... - correct answer Ability to plan, carry out, and monitor a sequence of actions that is intended to accomplish a goal Examples: Completing homework assignments independently Using a system for organizing school work Effectively following a complex school schedule EF is invoked when... - correct answer Invoked when a student faces a complex task and allocates cognitive resources (attention, inhibition, planning, organizing and working memory) examples of self-regulation skills - correct answer paying attention, planning, organizing, strategizing, prioritizing, managing time and space, reasoning the process of learning self-regulation is complete when... - correct answer the student internalizes social talk and makes it self-talk

inhibitory control - correct answer The ability to control one's attention, behavior, thoughts and emotions to override a strong internal predisposition and do what is more appropriate or needed The ability to consider when to act and when not to act Staying focused on what you intend to focus on despite distractions; remaining on task; completing tasks despite temptations to give up; delay gratification working memory - correct answer Holding information in mind and mentally working with it Critical for making sense of anything that unfolds over time as that always requires holding in mind what happened earlier and relating that to what is happening now Necessary for making sense of spoken and written language Reading - at sentence level, rare to see all the words at once, so use WM to relate what we read earlier to what we are reading now Critical for reasoning and creativity short term memory - correct answer just holding information in mind cognitive flexibility - correct answer Being able to consider alternatives One aspect - ability to change perspectives either spatially ("How would this look if view from a different direction?) or interpersonally ("Let me see if I can see this from your perspective.") Involves changing how we think about something - allows us to think "outside the box"/ problem solving Involves being able to adjust to changed demands or priorities, take advantage of sudden/unexpected opportunities, overcome sudden problems Opposite of rigidity opposite of rigidity - correct answer cognitive flexibility meta means... - correct answer thinking about 3 main executive functions work together to allow the mind to... - correct answer choose what to focus on and to hold this in mind long enough to think about it

Struggle to take notes or outline because of losing track of the main ideas Difficulty checking work without structure or guidance Forget to hand in completed work Executive function problems in reading skills - correct answer decoding decoding - correct answer Poor use of one or more self-regulation executive functions (lack of attention to specific letters in words) Rapid automatic naming - poor executive control of language fluency processes Reading comprehension - poor direction of executive function processes when reading for meaning Executive function problems in writing - correct answer Poor graphomotor control and lack of automaticity for handwriting Poor organization of written material Poor retrieval cueing or poor generation cueing (idea generation or idea fluency when writing) Inability to use multiple self-regulation executive functions at one time (hold, manipulate, retrieve, generate, execute) metacognitive verbalizations: teach students to ask themselves - correct answer Teach students to ask themselves: What did I already know that helped me answer today and how do I know that this was important to remember? How did I find my answer? What is my reason for my answer? What was I thinking of that helped me answer? When or where did I learn that and why is it important now? Who told me something that helped me answer and why is it important now? self-monitoring verbalizations - correct answer Am I listening attentively? Am I pay close attention to what the teacher is saying?

Have I read and understood the directions? Am I understanding what I am reading? Am I sure that I completed every question? Have I checked for key words? organizational verbalizations - correct answer Are my materials organized for school tomorrow? Do I have homework tonight and how much time should I plan to do it all? Have I organized my materials for my homework assignments? Do I understand the instructions for this paper? What is the best way to tackle this job? How long will it take to finish my project? self-regulatory verbalizations - correct answer What motivates me? What is my goal? How can I keep myself on task? What can I do if my persistence fails? How much more work must I do before I get a break? After break, how do I make myself get back to work? environmental verbalizations - correct answer Whom can I go to for help? How am I supposed to act in this situation? How are the rules in this class different from the rules in my other classes? What does this teacher like students to do/how can I get her to like me? executive function interventions - correct answer Teach the executive skill directly Guide the student in using the skill over and over until it becomes part of their repertoire Fade prompts systematically/incrementally until the student is able to complete skill independently Provide incentives to motivate use of skill/strategy in day to day activities

How did I do? What would I do differently next time? planning and organization modifications - correct answer Provide clear/explicit directions Provide rubric/model Chunk task into shorter segments with check points to monitor progress Provide task check list in sequential order (written/pictures) planning and organization interventions - correct answer Teach strategies for materials management Teach student to verbalize plan aloud Teach student to visualize steps Teach student to outline/diagram steps Guide establishment of organizational habits time management modifications - correct answer Provide schedule Use routine check list with time limits Give time parameters (per assignment) Provide incentives to instill urgency time management interventions - correct answer Teach time estimation skills: What does task involve? How long will each step take? What road block might occur? Compare predicted time to actual time after task. don't be afraid to... - correct answer really talk to the kids