8/13/2019 Executive Functioning Presentation
1/55
8/13/2019 Executive Functioning Presentation
2/55
8/13/2019 Executive Functioning Presentation
3/55
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
8/13/2019 Executive Functioning Presentation
4/55
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
8/13/2019 Executive Functioning Presentation
5/55
Examples of Good Executive
FunctioningMental flexibility
Good planning
Organization
Self-monitoring
8/13/2019 Executive Functioning Presentation
6/55
8/13/2019 Executive Functioning Presentation
7/55
Executive Functions
Flexibility
Goal-directed persistence
Metacognition
Organization
Planning Regulation of affect
Response inhibition
Social thinking
Sustained attention
Task initiation Time management
Working memory
8/13/2019 Executive Functioning Presentation
8/55
8/13/2019 Executive Functioning Presentation
9/55
8/13/2019 Executive Functioning Presentation
10/55
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
8/13/2019 Executive Functioning Presentation
11/55
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
8/13/2019 Executive Functioning Presentation
12/55
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:
8/13/2019 Executive Functioning Presentation
13/55
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.
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:
8/13/2019 Executive Functioning Presentation
14/55
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.
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:
8/13/2019 Executive Functioning Presentation
15/55
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.
D-KEFS Color-Word Interference Word
Reading Test:
8/13/2019 Executive Functioning Presentation
16/55
Executive Function
and Effects on the Brain
By Lisa M. Goritz
Section 2
8/13/2019 Executive Functioning Presentation
17/55
Two Words to Remember
Frontal Lobe
&
Cortex
HelloFriends
8/13/2019 Executive Functioning Presentation
18/55
The Frontal Lobe Of The Brain
The frontal lobe had a major impact on executive
function.
Located top front part of brain behind forehead
8/13/2019 Executive Functioning Presentation
19/55
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.
8/13/2019 Executive Functioning Presentation
20/55
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.
8/13/2019 Executive Functioning Presentation
21/55
8/13/2019 Executive Functioning Presentation
22/55
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.
8/13/2019 Executive Functioning Presentation
23/55
Fun Test Time
Get a sheet of paper out!!!
8/13/2019 Executive Functioning Presentation
24/55
Test Used for Executive Function
In one minute, how many animals
can you think of that start with the
letter "S"?
8/13/2019 Executive Functioning Presentation
25/55
TestsUsed For Executive Function
(cont.)
Shark Snail
Seal Skunk
Swan Starling
Salamander Seagull
Squirrel Stork
Salmon Serpent
8/13/2019 Executive Functioning Presentation
26/55
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
8/13/2019 Executive Functioning Presentation
27/55
Anti-Social
8/13/2019 Executive Functioning Presentation
28/55
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.
8/13/2019 Executive Functioning Presentation
29/55
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.
8/13/2019 Executive Functioning Presentation
30/55
Impact of Stroke
8/13/2019 Executive Functioning Presentation
31/55
8/13/2019 Executive Functioning Presentation
32/55
Alzheimers/Dementia
8/13/2019 Executive Functioning Presentation
33/55
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.
8/13/2019 Executive Functioning Presentation
34/55
Picture of Dementia/Normal
8/13/2019 Executive Functioning Presentation
35/55
Attention Deficit Hyperactivity
Disorder
8/13/2019 Executive Functioning Presentation
36/55
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
8/13/2019 Executive Functioning Presentation
37/55
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.
8/13/2019 Executive Functioning Presentation
38/55
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.
8/13/2019 Executive Functioning Presentation
39/55
ADHD
Basal Ganglia has been believed to be
responsible for ADHD.
8/13/2019 Executive Functioning Presentation
40/55
Autism
8/13/2019 Executive Functioning Presentation
41/55
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.
8/13/2019 Executive Functioning Presentation
42/55
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.
8/13/2019 Executive Functioning Presentation
43/55
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./S7VNWrU8/13/2019 Executive Functioning Presentation
44/55
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.
8/13/2019 Executive Functioning Presentation
45/55
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.
8/13/2019 Executive Functioning Presentation
46/55
The End
8/13/2019 Executive Functioning Presentation
47/55
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)
8/13/2019 Executive Functioning Presentation
48/55
8/13/2019 Executive Functioning Presentation
49/55
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).
8/13/2019 Executive Functioning Presentation
50/55
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.
8/13/2019 Executive Functioning Presentation
51/55
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
8/13/2019 Executive Functioning Presentation
52/55
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).
8/13/2019 Executive Functioning Presentation
53/55
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.
8/13/2019 Executive Functioning Presentation
54/55
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).
8/13/2019 Executive Functioning Presentation
55/55
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/
http://www.ldonline.org/article/29122/http://www.slideshare.net/psychoed/executive-functioning-assessment-in-psychoeducational-domainshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://learningworksforkids.com/executive.htmlhttp://www.ahi-online.com/SchoolPsychHandouts2008/AtlanticCity/McCloskey.pdfhttp://www.ahi-online.com/SchoolPsychHandouts2008/AtlanticCity/McCloskey.pdfhttp://www.ldonline.org/article/24880/?theme=printhttp://www.brainybehavior.com/blog/2009/07/what-is-executive-function/http://www.brainybehavior.com/blog/2009/07/what-is-executive-function/http://www.brainybehavior.com/blog/2009/07/what-is-executive-function/http://www.brainybehavior.com/blog/2009/07/what-is-executive-function/http://www.brainybehavior.com/blog/2009/07/what-is-executive-function/http://www.brainybehavior.com/blog/2009/07/what-is-executive-function/http://www.brainybehavior.com/blog/2009/07/what-is-executive-function/http://www.brainybehavior.com/blog/2009/07/what-is-executive-function/http://www.brainybehavior.com/blog/2009/07/what-is-executive-function/http://www.ldonline.org/article/24880/?theme=printhttp://www.ahi-online.com/SchoolPsychHandouts2008/AtlanticCity/McCloskey.pdfhttp://www.ahi-online.com/SchoolPsychHandouts2008/AtlanticCity/McCloskey.pdfhttp://www.ahi-online.com/SchoolPsychHandouts2008/AtlanticCity/McCloskey.pdfhttp://learningworksforkids.com/executive.htmlhttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.ncld.org/ld-basics/ld-aamp-executive-functioning/basic-ef-facts/executive-functioning-and-learning-disabilitieshttp://www.slideshare.net/psychoed/executive-functioning-assessment-in-psychoeducational-domainshttp://www.slideshare.net/psychoed/executive-functioning-assessment-in-psychoeducational-domainshttp://www.slideshare.net/psychoed/executive-functioning-assessment-in-psychoeducational-domainshttp://www.slideshare.net/psychoed/executive-functioning-assessment-in-psychoeducational-domainshttp://www.slideshare.net/psychoed/executive-functioning-assessment-in-psychoeducational-domainshttp://www.slideshare.net/psychoed/executive-functioning-assessment-in-psychoeducational-domainshttp://www.slideshare.net/psychoed/executive-functioning-assessment-in-psychoeducational-domainshttp://www.slideshare.net/psychoed/executive-functioning-assessment-in-psychoeducational-domainshttp://www.slideshare.net/psychoed/executive-functioning-assessment-in-psychoeducational-domainshttp://www.slideshare.net/psychoed/executive-functioning-assessment-in-psychoeducational-domainshttp://www.slideshare.net/psychoed/executive-functioning-assessment-in-psychoeducational-domainshttp://www.ldonline.org/article/29122/Top Related