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Executive Functioning
Executive Functioning
Executive Functioning
ellen.adolph
Executive Functioning In The Classroom
Executive Functioning In The Classroom
epetrosky
This presentation provides strategies to improve executive function skills.
Executive Function Presentation - MyLearningSpringboard.com
Executive Function Presentation - MyLearningSpringboard.com
mylearningspringboard
Executive functioning powerpoint
Executive functioning powerpoint
annieglass
Developing Executive Functioning in the Classroom and Home
Developing Executive Functioning in the Classroom and Home
AnaMaria Guevara, LCSW
An excellent presentation by Gladys Henry, Marilyn Reaves and Janelle Heathman on executive functioning challenges in people with ASDs
Executive Functioning in Autism Spectrum Disorders
Executive Functioning in Autism Spectrum Disorders
Ryan Wexelblatt, LCSW
The executive function (EF) system located in the prefrontal cortex provides top-down bias signals to other brain structures to guide the flow of activity along neural pathways. The four categories of the executive control system are cognitive flexibility, attentional control, goal setting, and information processing. The EF construct is composed of multiple inter-related high functioning cognitive skill such as formulating goals, planning, and carrying out planned goals. The key elements of the EF system including initiation of activity, working memory, attention, mental flexibility, self-regulation, and monitoring of performance. Nonverbal disabilities such as visuospatial and visuomotor deficits are on the same continuum with attention and EF disorders. In adults, the most active cortical area while performing tasks requiring attention for cognition are the left premotor and supplementary motor areas (BA 6). The frontal lobe is functional during both fluid intelligence and executive function activities. The left thalamus is activated by verbal working memory tasks which is also controlled by the EF system. The dorsolateral prefrontal (Guenon BA 9), Broca’s area BA 45 and BA 46, angular cingulate, and the left thalamus are components of the EF system’s verbal working memory model. Fluid intelligence encompasses problem solving, pattern recognition, abstract thinking, reasoning skills, and ability to draw inferences and understand relationships. Fluid intelligence is also influenced by the EF system. There is a relationship between fluid intelligence and executive functions. Frontal lobe deficits are entirely explained by fluid intelligence (g) when using some classical executive tasks such as verbal fluency, Trail Making Test B, and the Wisconsin Card Sorting Test. However, multitasking, decision making, and social deficits are EF tasks that exceed those predicted by fluid intelligence loss.
The neural correlates of executive function
The neural correlates of executive function
Ozella Brundidge
این پاورپوینت در کارگاه توانبخشی عملکردهای اجرایی توسط دکتر فرهنگ دوست ارائه شده است. برای مشاهده دیگر مطالب ارائه شده در این زمینه به وب سایت فروردین مراجعه فرمایید. www.farvardin-group.com
Executive function
Executive function
Farvardin Neuro-Cognitive Training Group
Recommandé
Executive Functioning
Executive Functioning
Executive Functioning
ellen.adolph
Executive Functioning In The Classroom
Executive Functioning In The Classroom
epetrosky
This presentation provides strategies to improve executive function skills.
Executive Function Presentation - MyLearningSpringboard.com
Executive Function Presentation - MyLearningSpringboard.com
mylearningspringboard
Executive functioning powerpoint
Executive functioning powerpoint
annieglass
Developing Executive Functioning in the Classroom and Home
Developing Executive Functioning in the Classroom and Home
AnaMaria Guevara, LCSW
An excellent presentation by Gladys Henry, Marilyn Reaves and Janelle Heathman on executive functioning challenges in people with ASDs
Executive Functioning in Autism Spectrum Disorders
Executive Functioning in Autism Spectrum Disorders
Ryan Wexelblatt, LCSW
The executive function (EF) system located in the prefrontal cortex provides top-down bias signals to other brain structures to guide the flow of activity along neural pathways. The four categories of the executive control system are cognitive flexibility, attentional control, goal setting, and information processing. The EF construct is composed of multiple inter-related high functioning cognitive skill such as formulating goals, planning, and carrying out planned goals. The key elements of the EF system including initiation of activity, working memory, attention, mental flexibility, self-regulation, and monitoring of performance. Nonverbal disabilities such as visuospatial and visuomotor deficits are on the same continuum with attention and EF disorders. In adults, the most active cortical area while performing tasks requiring attention for cognition are the left premotor and supplementary motor areas (BA 6). The frontal lobe is functional during both fluid intelligence and executive function activities. The left thalamus is activated by verbal working memory tasks which is also controlled by the EF system. The dorsolateral prefrontal (Guenon BA 9), Broca’s area BA 45 and BA 46, angular cingulate, and the left thalamus are components of the EF system’s verbal working memory model. Fluid intelligence encompasses problem solving, pattern recognition, abstract thinking, reasoning skills, and ability to draw inferences and understand relationships. Fluid intelligence is also influenced by the EF system. There is a relationship between fluid intelligence and executive functions. Frontal lobe deficits are entirely explained by fluid intelligence (g) when using some classical executive tasks such as verbal fluency, Trail Making Test B, and the Wisconsin Card Sorting Test. However, multitasking, decision making, and social deficits are EF tasks that exceed those predicted by fluid intelligence loss.
The neural correlates of executive function
The neural correlates of executive function
Ozella Brundidge
این پاورپوینت در کارگاه توانبخشی عملکردهای اجرایی توسط دکتر فرهنگ دوست ارائه شده است. برای مشاهده دیگر مطالب ارائه شده در این زمینه به وب سایت فروردین مراجعه فرمایید. www.farvardin-group.com
Executive function
Executive function
Farvardin Neuro-Cognitive Training Group
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itchomecare
Executive Functions - Definitions and characteristics - Five Premises - Development and Training - Relationship to "self-regulation," "emotional control" and "Theory of Mind". Connections: The Learning Sciences Platform work is focus on: - Educational Support “in situ” - Professional Development - Educational Research This work is complemented with “in situ” accomplaniment and joint research. Visit our social networks - Website: http://thelearningsciences.com - Facebook: https://www.facebook.com/connectionstlsp/ - Instagram: ConexionesPCA2017 - Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje - YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g - Linkedin: https://www.linkedin.com/company-beta/16212567/ Contact us: E-mail: info@thelearningsciences.com Mobile: +593 995 615 247
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Lazy is often a word used to describe students, especially those at the middle or high school levels. Are our students lazy and unmotivated, or, could they have weaknesses in their executive functioning skills? In this session, you will be introduced to executive functioning skills (EF), learn why they are so crucial, see how EF and ADHD are related and determine how you can help all of your students improve their EF skills. This workshop is based on the work done by Peg Dawson and Richard Guare, the authors of Smart But Scattered.
Lazy? Unmotivated? Or is it weak Executive Functioning?
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itchomecare
Executive Functions - Definitions and characteristics - Five Premises - Development and Training - Relationship to "self-regulation," "emotional control" and "Theory of Mind". Connections: The Learning Sciences Platform work is focus on: - Educational Support “in situ” - Professional Development - Educational Research This work is complemented with “in situ” accomplaniment and joint research. Visit our social networks - Website: http://thelearningsciences.com - Facebook: https://www.facebook.com/connectionstlsp/ - Instagram: ConexionesPCA2017 - Slideshare: https://www.slideshare.net/Lascienciasdelaprendizaje - YouTube: https://www.youtube.com/channel/UCyUDsQmjsiJl8T2w5-EF78g - Linkedin: https://www.linkedin.com/company-beta/16212567/ Contact us: E-mail: info@thelearningsciences.com Mobile: +593 995 615 247
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The Teaching and Learning Environment Prepared by: Yaseen Taha PDF created with pdfFactory Pro trial version www.pdffactory.com • Learner Autonomy • Learner strategies • Learning styles PDF created with pdfFactory Pro trial version www.pdffactory.com You cannot teach a man anything; you can only help him find it within himself. (Galileo Galilei) Autonomous Learner The autonomous person as “the one who chooses for himself what to think and what to do”. PDF created with pdfFactory Pro trial version www.pdffactory.com Application of learner autonomy in language teaching • Needs analysis: after consultation and assessment, the teacher may help the learner develop a profile of his/her strengths and weaknesses and suggest independent learning approach • learner training: short courses or training activities that seek to introduce strategies for independent learning. PDF created with pdfFactory Pro trial version www.pdffactory.com • self-monitoring: developing skills needed to monitor their own learning. for example, video record oneself to perform different tasks and compare their performance on the same tasks over time. • learning counseling: regular meetings between teachers and learners to help learners plan for their own learning. PDF created with pdfFactory Pro trial version www.pdffactory.com • learning resources: the institution may provide links to online or print resources to foster autonomous learning. • follow-up and support. What is Strategy? PDF created with pdfFactory Pro trial version www.pdffactory.com Learner strategies Definition of Strategy: • Thoughts and actions, consciously selected by learners, to assist them in learning and using language in general, and in the completion of specific language tasks. • A plan of action designed to achieve a long-term or overall aim PDF created with pdfFactory Pro trial version www.pdffactory.com Cognitive strategies • repetition, organising new language, summarising meaning, guessing meaning from context, using imagery for memorisation. • Metacognitive strategies • cognition about cognition, or more informally, thinking about thinking, controlling language learning by planning what to do, checking on progress, and then evaluating performance on a given task PDF created with pdfFactory Pro trial version www.pdffactory.com • How should I approach this listening text? (planning) • What parts of the text should I pay more attention to? (planning) • Am I focusing on the appropriate parts of the text? (monitoring? • Did I understand correctly the words the writer used?(monitoring? • Did I perform the task well? (evaluating) • What caused me to misunderstand part of the text? (evaluating) PDF created with pdfFactory Pro trial version www.pdffactory.com Social Strategy • means employed by learners for interacting with other learners and native speakers. Social strategies in foreign lang
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Lazy? Unmotivated? Or is it weak Executive Functioning?
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Executive functioning for students
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Notes de l'éditeur
These quotes only represent part of the truth Today another piece of the puzzle
Development of rules that guide future behavior Application of rules taught Actions are motivated by concrete, superficial goals such as immediate gratification
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