Executive Functioning: Advanced Assessment And Interpretation

2y ago
14 Views
2 Downloads
1.38 MB
127 Pages
Last View : 22d ago
Last Download : 2m ago
Upload by : Amalia Wilborn
Transcription

Executive Functioning:Advanced Assessment andInterpretationScott Crooks, NCSP, S.S.P.Julie Hylton, Psy.D.Nathan T. Dickerson, Ed.S.Elissa Clair, NCSP, M.Ed. Ed.S.Joanna M. Sinha, M.Ed., Ph.D.

Presenters

Agenda Executive Functioning is.Red FlagsAssessmentsExecutive Functions How Tooooo oWhat it isWhat it looks likeWhat measures itWhat an intervention might beSMART goal sampleQuestions on parking lot, future directions

Outcomes and material availabilityThe outcome will be to increase knowledge ofavailable tools to assess executivefunctioning and how to effectively respond toidentified deficitsMaterials will be available at:bit.ly/17t2Lvf

Executive Functioning is.

Many models

No agreed upon definition

Lots of debate about their structure

The more we study how the brainworks

.the more complicated it gets

Important to rememberExecutive Functioning skills develop throughearly childhood into adulthood The skills we expect change as a childages (test reflect that) Dysfunction can be addressed and thesecapabilities continue to develop aschildren age

It's important because. Visible Learning (2009, p.297)o Metacognitive strategies are ranked#13 overall on influences of studentachievemento Ranked #8 out of the teaching domain(so within what teachers can control).o Effect size of d 0.69 (anything 0.4 isconsidered significant; anything 0.7 or is the equivalent to an increase of agrade level or more in achievement

Red Flags Things heard in a RtI, Care Team, or REDmeeting that should make you think of EFdysfunction

Red Flags Not knowing how or when to start a projector assignment Not using a checklist or planner to keeptrack of assignments, even when one isavailable Taking a long time to make a transition Number of reminders necessary fromteacher or peers to make a transition Making careless errors

Red Flags Inability to follow a conversation, keep trackof details Difficulty completing multi-step instructionswithout reminders Trouble waiting in line, waiting his or her turn Ignoring distractions or being side-tracked bydistractions during instruction Not reading directions before beginning task

Red Flags Giving the same answer to differentquestions, says the same thing repeatedly Not realizing how long they’ve been off-task Loses materials, homework Low frustration tolerance Shutting down/melting down Reacting more strongly to situations thanpeers

Assessment Tools Rating scales, pre-referral screeningquestions - NathanObservation and Interview - JoannaWISC integrated – JulieD-KEFS – ElissaNEPSY- Scott

Pre-Referral ScreeningTask-Related Behaviors Screening Form Similar format to the Home/Adaptive Behaviors Checklist in the SSDInitial Referral Packet (i.e. ‘no concern’, ‘some concern’, ‘great concern’)Based on a discussion about Executive Functioning by the 2011-12 SSDSchool Psych CohortConnects specific behaviors to areas of Executive Functioning

Pre-Referral Screening (cont’) Checklist For Intervention For Individuals With ExecutiveSystem Impairment and Organizational Impairment General ConsiderationsAppropriateness Level of Development & Level of RecoverySelf-Awareness of Strengths and NeedsGoal SettingPlanning & oring and EvaluatingProblem Solving & Strategic Thinking

Pre-Referral Screening (cont’) AIMsWeb Behavior Measures Prosocial Scale (SSIS-P) Communication or cooperation skills (Functional Communication)Initiating and sustaining conversations / interactions in an ageappropriate manner (Attention / Hyperactivity)Self-control (Impulsivity / Inhibition)Concern for others (Monitor)Motivation Scale (SSIS-M) Engagement in instructional activities (Initiate / Monitor)Staying on task to complete an activity (Monitor / Attention)Effort when confronted with difficult work (Inhibition / EmotionalControl)Attentiveness (Attention)

Pre-Referral Screening (cont’) AIMsWeb Behavior Measures (cont’) BESS-T & BESS-S Attention (Attention / Working Memory)Organization (Planning & Organizing / Organization of Materials)Assignments done incorrectly b/c not follow instructions (Attention /Monitor)Distractability (Attention)Study habits (Planning & Organizing / Monitor)Trouble sitting still (Hyperactivity)

Rating Scales Behavior Rating Inventory of ExecutiveFunction (BRIEF)

Rating Scales (cont’) BRIEFEmotional nizationof MaterialsPlan/OrganizeMetaCognitionWorking MemoryInitiate

Rating Scales (cont’) Behavior Assessment System for Children –Second Edition (BASC-2)

Rating Scales (cont’) BASC-2 TRS/PRS/SRP Externalizing Problems Scales HyperactivityTRS/PRS/SRP School Problems Scales AttentionTRS/PRS Adaptive Skills Scales Adaptability & Functional CommunicationTRS/PRS Content Scales Emotional Self-Control & Executive Functioning Negative Emotionality & Resiliency

Rating Scales (cont’) Conners – Third Edition (Conners 3)

Rating Scales (cont’) Conners 3 P/T/SR Scales InattentionHyperactivity/ImpulsivityP/T Scales Executive Functioning

Rating Scales – Strengths and ncyIndex/InconsistencyScaleYF Index/NegativityScale/NegativeImpressionYL liabilityInter-RaterReliabilityN.80-.98.82 (P)&.88 (T).30 (P-T)&.50 (S-P)&.25 -0.84AdaptiveSkills: 0.570.86 0.92AdaptiveSkills: 0.820.93IndividualScales: .70s(P)&IndividualScales:.53 to.65 (T).71 to .98.52 to .94BASC peractivity:0.70AdaptiveSkills 0.82 veSkills: 0.87 (T)Conners 36-18yrs10-20minYYYYYYNN.77 to .97

Rating Scales – Strengths and Weaknesses (cont’)Strengths: Integrative approach to the assessment of children, adolescents, and young adultsacross multiple informantsEasy to administer and scoreCan be filled out in a short amount of timeGenerate a comprehensive portrayal of both the child’s strengths and weaknessesInclude a variety of validity indicesWeaknesses: Measure a limited number of psychopathology, behavioral, and personality domains Must be somewhat familiar with student (i.e. at least one month)Structure sometimes makes comparison of child self-ratings from parents andteachers difficultQuestions sometimes require clarification or to be read aloud to informants

Observations & InterviewsMcCloskey BookHave you checked the modules on the CD?observation toolsparent interviewchild interviewhandoutsWho at SSD has this book? Allen, Ayanaw, Boeckmann, Bretz, Burton, Crooks, Crowe, Dolosic, Dorton, J.Driedger,Emery, Engel, Foutch, Gaeta, Giger, Grace, Guzy, Haley, Hanna, Hartz, Hemmersmeier,Henkelman, Kosta, L.Kurth, Larson, Maggard, Moritz, Morrill, Porter, Price, Reed,Ronzio, Ross, Schieffer, Schneider, Schuh, Sinha, Stewart, Taylor, Traughber, Velk,White, Yates

OBSERVATIONClassroom ObservationsObserve student’s executive functionsObserve the external supports in theenvironment Classroom or Lesson structure/organizationo Visual reminders of rules/routines/expectationso Teacher cues - verbal, physical, visualo Peer cues - helpful?o

OBSERVATIONTesting Observations (create your own code)Repetition of test items/instructions (R)Inattention/daydreaming (InAtt)Off-topic conversation (OffTop)Response to redirection ( or - to Redirect)Impulsive responding (Imp)Difficulty shifting between subtests (Shift)Excessive motor movement (M)Self-corrections (SC)

INTERVIEW with STUDENT Determine a loose structureoo McCloskey: Executive FunctionsSinha: Math, Read, Write, Relationships/conflicts atHome, Relationships/conflicts at SchoolConversation-style vs. Structured interviewNote their EF behaviors during interviewProcess-oriented questions: many students havenever done this before

READING: Tell me about the last book that you read.Possible question probes: How did you choose it? What did youlike about that book? Is there a place at school or at home thatyou like to read? Do you get distracted when you read? Bywhat? Do you find yourself reading a page and then having tore-read that page? Tell me about what is happening for youwhen you read. Does your mind wander to other topics, whichtopics? Do you find it is difficult to sit still for an extendedperiod of time? Do others/sounds/sights distract you when youare reading? Do you remember what you have read? Which doyou prefer and why: reading silently or outloud? Do you useany strategies to help you remember what you have read?Sometimes when reading there are words that you might notknow, what do you do when that happens? What helps youfigure out what the main point of the passage is? How do youmanage your time when you are given a long readingassignment? Has a teacher ever done something that helped

WISC-IV INTEGRATEDProcess ApproachData from ADHD, AU and TBI groupsCorrelational studies with D-KEFS

VCI Comprehension and ComprehensionMultiple Choice – pulls for impulsiveresponding Similarities and Similarities Multiple Choice –pulls for impulsive responding Picture Vocabulary Multiple Choice – pullsfor impulsive responding.

PRI Elithorn Maze – designed to measureexecutive function. Sensitive to moderate tosevere but not mild executive functioningdeficits. Requires planning, self-monitoringand inhibitory control. Block Design - mild executive functioningeffects. Requires a systematic, organizedapproach and efficient motor response.

WMI Letter-Number Sequencing - requiresboth working memory and cognitiveflexibility. Spatial Span Forward – lower for TBI andADHD groups. Motor executioncomponent under time pressure effectsscore.

PSI Cancellation Random – Requiresorganized response strategy without anobvious structure.

Executive Functioning Index? Comprehension Multiple Choice Elithorn Mazes Spatial Span Forward Cancellation Random

Executive Functioning Index If one or more of the previously mentionedsubtests is lower than would be expected,completing the four additional subtests in theExecutive Functioning Index can providesome information about the existence ofdeficits. Further testing is required to identifythe nature and source of the deficits.

Executive Functioning Index Should be reported by skill area. Onescore cannot fully explain the diversity ofexecutive functioning.

Delis-Kaplan ExecutiveFunction System

D-KEFS Comprehensively assesses higher levelcognitive functions in both children andadults, ages 8-89. Measures executive functions such asattention, language and, perception.

D-KEFS 9 Subtests Subtests overlap to allow to subtledistinctions Verbal and Nonverbal distinctions Provides information to support languagedeficits High Ceiling/Low Floor Well normed

D-KEFSComplex to administerComplex to score

Trail Making TestRequires a student to create a trail with theirpencil by connecting numbers, letters, andthen alternating numbers and letters. Ameasure of connecting dots (motor speed) isalso included.

Trail Making TestMeasures: Cognitive Switching (Flexibility),Inhibit: the ability to not respond to CaptureStimuli, Establishing and MaintainingCognitive Set and Working Memory (retainingthe alphabet in order).

Verbal Fluency Test Requires a student to generate words by firstletter, by category and then by alternatingbetween two categories. Measures: Verbal knowledge, systematicretrieval of lexical items; Monitoring,Cognitive Switching (Flexibility), andEstablishing and Maintaining Cognitive Set.

Design Fluency TestRequires a student to create unique designsby using exactly four straight lines to makeconnections among 10 dots. Dots are filledor empty. The task builds from single fills(only empty or only filled) into a switchingtask of between filled dots and empty dots.

Design Fluency TestMeasures: Cognitive Switching (Flexibility),Inhibition.

Color-Word Interference TestRequires a student to: Condition 1: namecolors, Condition 2: read color words,Condition 3: look at color names that areprinted in different color ink (the word red inblue ink) and name the color of the inkinstead of reading the word, and Condition 4:switch between reading the ink color orreading the color word name. (Stroop test)

Color-Word Interference TestMeasures: Monitoring, Inhibition andCognitive Switching (Flexibility), andEstablishing and Maintaining Cognitive Set.

Sorting TestRequires a student take a set of cards andrepeatedly sort and describe the cards basedon attributes of shape, color, writing or wordmeaning. The second part of this testrequires the child to describe examinercreated sorts.

Sorting TestMeasures: Verbal and Non Verbal conceptualreasoning skills, Generate, CognitiveFlexibility, Inhibit.

Twenty Questions Requires the student to look at an array ofpictures and ask up to 20 yes/no questions toguess which picture the examiner haschosen. Measures: Establish and maintain cognitiveset, monitoring, categorization, ability to usefeedback (Correct), Capture Stimuli (Inhibit)

Word Context Requires the student to use verbal cues todeduce to meaning of made-up words. Measures: Deductive reasoning, integratingmultiple bits of information, hypothesis testing(Generation), Flexibility. Can be a measure of linguistic skills and notEF

Tower Test Requires the student to use verbal cues to deduce tomeaning of made-up words. Measures: Deductive reasoning, integrating multiple bitsof information, hypothesis testing (Generation),Flexibility. Can be a measure of linguistic skills and not EF

Proverb Test (16 ) Requires students to interpret proverbs. Measures: verbal abstract thinking, semanticintegration , and generalization.

NEPSY-II The NEPSY-II is a neuropsychologicalassessment for children ages 3-16Assesses 6 cognitive domainsoAttention and Executive FunctioningoLanguageoMemory and LearningoSensorimotoroSocial PerceptionoVisuospatial Processing

NEPSY-II Clinical Groups ADHDAsperger’s DisorderAutistic DisorderEmotional DisturbanceDeaf/Hard of HearingLanguage DisorderMathematics DisorderReading DisorderIntellectually DisabledTraumatic Brain Injury

NEPSY-II 32 subtests and four delayed tasks Flexible administration and subtest selectionis the intent The subtests within each domain vary widelyin terms of stimulus presentation,administration requirements, response type,and scoring emphasis. Use the Assessment Planner when startingout

NEPSY-II Executive FunctioningDomainSubtestAgesScaled ProcessScores Scores?Animal Sorting7-16YYAuditory Attention/Response Set5-16YYClocks7-16YNDesign Fluency5-12YNInhibition5-16YYStatue3-6YY

NEPSY-II Subtest CompositionAuditory Attention/Response Set

NEPSY-II Subtest CompositionInhibition

NEPSY-II Additional Subtests Affect RecognitionList MemoryNarrative MemorySpeeded NamingWord GenerationTheory of Mind

NEPSY-II No composites, only subtest interpretationError analysis and base ratesThe NEPSY-II tends to work well with kidsthat more impaired or have other cognitivedifficulties (e.g. unable to read) because thetasks a little easier.

Executive Functions How To Inhibition – JoannaMonitoring – NathanTransition/Shift/Cog Flexibility – JulieWorking Memory – ElissaPlanning/Organization – ScottFor each: What it is, What it looks like, Whatmeasures it, What an intervention might be,SMART goal sample

INHIBITIONInhibit – the Inhibit function cues resistance to, orsuppression of, urges to perceive, feel, think, or act onfirst impulse. (McCloskey)ALSO KNOWN AS:Self-controlImpulse-controlResponse inhibitionAntonym: Impulsivity

How do I explain Inhibition to others?Inhibition is.the ability to voluntarily control a response.To think before you act.To think before you feel.To resist impulsive responding.

Kind of a big dealFrom the book Smart but Scattered:“Inhibition is a fundamental skill that enablesall other executive skills to develop. A child atthe mercy of his impulses can’t initiate,sustain attention, plan, organize or problemsolve effectively.”

What does Inhibition look like?Examples: Keeping cool and thinking in an emotionally chargedsituationRaising hand before answering a question in classWaiting for turn to play in a game or to speak during aconversationIgnoring distractions while working on homeworkPutting a helmet on before getting on a bikeReading the directions before starting an assignmentResponding to a younger sibling who is annoyingWaiting in line at school or at a storeKeeping oneself from falling back asleep in the morningNot talking back to parents/teachers when upset

Measuring Inhibition BASC-2: Sensation Seeking, ImpulsivityBRIEF: InhibitDKEFS Color-Word Interference test (Stroop)DKEFS/NEPSY: Tower TestClassroom observationImpulsive or quirky responding in testingResearch: Stop signal task, Go/no-go task

Playful ways to increase Inhibition Choose Your Own Adventure Books: help student torecognize how each decision made can lead to a distinctconsequence. Playing board games (e.g. Trouble, Chutes and Ladder,Candyland): turn taking Dance Dance Revolution and Guitar Hero:Concentration and thinking before acting Simon Says: practice delaying an action until theappropriate cue is heard Freeze Tag: encourages the stop-and-start action ofappropriate behaviors aswell as the delaying of impulsive action Reading with a partner: alternating turns to allow forpractice in waiting for one's turn and patience.

Inhibition: SMART goal Goal CHILD will exhibit inhibition (e.g. raisinghand, waiting in line, and taking turns ingames and conversation) in classes andschool activities with 80% accuracy asmeasured by weekly time-samplingobservations and teacher report form.

Monitoring Definition: The ability to check work to assess one’sown performance and keep track of the effect ofone’s own behavior on other people Task-Oriented Monitoring or Work-Checking Habits Whether a child assesses his or her own performance during orshortly after finishing a task to ensure accuracy or appropriateattainment of a goalSelf-Monitoring or Interpersonal Awareness Whether a child keeps track of the effect that his or herbehavior has on others

Monitoring (cont’) If a child has high monitoring skills, he/she may . . . Tend to be more cautious in their approach to tasks or assignmentsOften notice and/or check for mistakesVoluntarily ask for helpModify their work or study habits to meet goals Often be aware of their own behavior and the impact this behavior has ontheir social interactions with others Be highly responsive to social cues and their situational context, and thuschange their behavior in order to fit different situations Appear to function better socially in groups

Monitoring (cont’) If a child has low monitoring skills, he/she may . . . Demonstrate variable performance on assignments/tests based on theirmood/feelings at the time Require one or more prompts to focus on instruction Complete similar tasks or assignments incorrectly Exhibit expressive controls congruent with their own internal states (i.e.beliefs, attitudes, and dispositions) regardless of social circumstance Tend to consider expressing a self-presentation dissimilar from their internalstates as a falsehood and undesirable Appear to function better socially in more intimate relationships or in oneon-one interactions

Measures of Monitoring Skills BRIEF Monitor Scale BASC-2 Adaptability Scale Executive Functioning Scale Conners-3 Executive Functioning Scale AIMsWeb Behavior Measures Item analysis on SSIS-P, SSIS-M, BESS-T, BESS-S

Measures of Monitoring Skills (cont’) D-KEFS Design Fluency Subtest Tower Subtest NEPSY-2 Animal Sorting Design Fluency

Intervention for Task-Oriented Monitoring ExampleDescription Teacher analyzes a particular student's pattern of errors commonly made when solving amath algorithm (on either computation or word problems)Teacher develops a brief error self-correction checklist unique to that studentStudent uses this checklist to self-monitor—and when necessary correct—his/herperformance on math worksheets before turning them inMaterials Customized student math error self-correction checklistWorksheets or assignments containing math problems matched to the error selfcorrection checklistSteps 1) Develop the checklist, 2) Introduce the checklist, 3) Provide performance feedback,praise, and encouragement, 4) Provide reinforcement for checklist use [Optional], 5)Fade the intervention

Intervention for Task-Oriented Monitoring Sample

Intervention for Self-Monitoring Example Description Behavioral expectations definedThe student measures and records his or her own behaviorThe student compares that recorded behavior to a pre-determined standardMaterials Customized student behavior self-monitoring formMonitoring cueSteps 1) Define behavior target(s) to self-monitor, 2) Choose method for recordingself-monitoring data, 3) Select self-monitoring schedule, 4) Decide on amonitoring cue, 5) Choose rewards for successful behavior change[Optional], 6) Conduct periodic accuracy checks, 7) Fade the intervention

Intervention for Self-Monitoring Sample

SMART Goals for MonitoringTask-Oriented Monitoring will finish out of of his/her long-term assignments with % completionby breaking them down into smaller pieces, setting up blocks of time for completion ofeach part, and recording and monitoring progress towards objectives The number of pieces and time allotment to complete objectives would be reviewed by theinstructorA schedule is set up by the student and instructor to promote accountabilitySelf-Monitoring will demonstrate the ability to recognize expected and unexpected behaviorsas well as rate his own behavior as part of his/her self-monitoring system with %accuracy as compared to teacher ratings of behavior on out of opportunities. Examples of expected/unexpected behaviors: using inappropriate language, drumming onhis/her desk, leaving his/her seat, etc.The self monitoring system would allow the student to describe his/her behavior as well as theevent(s) and emotion(s) preceding the behavior, as well as rate his/her response on aquantitative scale

Transition/Shift/Cognitive Flexibility The ability to switch attention betweentwo different activities or concepts and tothink about multiple conceptssimultaneously.

Transition/Shift/Cognitive Flexibility What does it look like? If the child has cognitive flexibility Will learn from experiences and change behavior inresponse to errors. Interpret information in multiple ways If the child does not have cognitive flexibility Repeat the same mistake over and over Must have his/her own way

Transition/Shift/Cognitive FlexibilityMeasures of Transition/Shift/CognitiveFlexibilityD-KEFS Trail-Making switchingD-KEFS Design Fluency switchingD-KEFS Verbal Fluency category switchingD-KEFS Color-Word Interference switchingD-KEFS Sorting TestNEPSY-II Auditory Attention and ResponseSet

Transition/Shift/Cognitive Flexibility Interventions: Use perspective-taking to increase readingcomprehension Use self-monitoring and checking to help learn selfregulation Teach students what types of errors to look for Teach students how to look for errors Teach students how to correct errors COPS-check work for Capitalization, Organization,Punctuation, and Sentence structure.

Transition/Shift/Cognitive Flexibility Goal will transition effectively betweenclasses, between activities, from bus toschool, etc. with frequency as measuredby .

Working Memory The capacity to hold information in mind inorder to complete a task, encode and storeinformation, or generate goals

Working Memory in the Classroom Difficulty following multi-step verbal or writtendirections Distraction: Attention wanders because thestudent has lost track of the class discussion Difficulty sticking with a task to completion Difficulty copying from the board

Working Memory in Math Class Difficulty following the routine to solve multistep math problems Difficulty finding the pertinent information in aword problem and then remembering whatoperation to use

Working Memory in Com. Arts Difficulty writing a coherent paragraph orsentence because they lose track of theirthoughts Difficulty answering comprehension questionsbecause the student does not rememberrecently read materials

Working Memory Socially Difficulty following conversation threads Difficulty telling jokes Forgetting their task when sent on an errand

Tests that Measure Working Memory WISC-IV integrated–Digit Span: Backward–Letter-Number Sequencing Process Approach–Spatial Span: Backward BRIEF NEPSYMemory for DesignsMemory for Faces,Memory for Names,Narrative MemorySentence Repetition D-KEFS: Trail Making

Working Memory Interventions Teacher agrees to repeat directions as necessary Student parrots or paraphrases directions Directions are provided in a written format:–On the board or on paper Directions Buddy: peer assigned to restate directions as necessary Separate tasks so that they are given one at a time Teacher reviews work in progress for accuracy “Check-ins”Teacher/ Peer buddy provides notesPlanners/Schedules/Checklists

Working Memory Interventions Written Work: Task CardsI have capital letters.I have end marks.Basic words are spelled correctly; I used my word list tohelp me.I used the question in my answer.I supported my answer with details from the passage.I used my personal best handwriting.I read my work in a whisper to myself or my partner.

Working Memory Intervention Reading Chapter Books: Student writes brief (10-15 word) summary(main idea) on a sticky note every two pagesand places it in the chapter book. This allowsthe student to solidify their understanding asthey read and jog their memory forcomprehension tasks later.

Working Memory Goals Student will increase task related skills byfollowing two step verbal directions withaccuracy, as measured by . Student will increase task related skills byfollowing three step written directions withaccuracy, as measured by .

Planning and Organization- What is it?The ability to plan ahead and organizebehavior across time and space in order tofulfill goals and intentions It is important to note the difference between the Organize and theForesee/Plan cues. It is possible to effectively use the Foresee/Plan cue torealize that anticipation of future events in necessary, but not follow thiswith the use the Organize cue to assure that planning for the future iscarried out in an organized manner (McCloskey, 2009).

Planning and Organization- What is it?Foresee/Plan (Short-term) – the foresee/plan functioncues the anticipation of conditions or events in the verynear future, such as the consequences of one’s ownactions, or cues the engagement of the capacitiesrequired to identify a series of perception, feelings,thoughts, and/or actions, and the likely or desiredoutcome that would result from carrying them out in thevery near future.Organize – the organize function cues the use of routinesfor sorting, sequencing, or otherwise arrangingperceptions, feelings, thoughts, and/or actions, toenhance or improve the efficiency of experience,

Planning and Organization- Looks LikeDifficulties with the Foresee/Plan cue are reflected in alack of anticipation of conditions despite adequatecapacities that would enable such anticipation to occur.(surprised by obvious event or sequence leading to anevent)Difficulties with the Foresee/Plan cue often result inhaphazard and ineffective functioning, poorly conceivedineffective functioning, or inefficient approaches to novelproblem-solving and/or routine activities. (consistentlydoing things the hard way when obvious more efficientalternatives are available)

Planning and Organization- Looks LikeDifficulties with the organize cue can result in the lack ofthe use of sequencing abilities when they are necessaryfor success, even though the child has demonstrated theability to effectively sequence information when initiallyregistering, manipulating, storing, and retrievinginformation and/or carry out actions. (using an outlinebefore writing, completing tasks out of order)

Planning and Organization- Measures WJ-III COG: Planning, Number MatricesWISC-IV Integrated: Elithorn Mazes, Block DesignWIAT-III or KTEA-II: Essay written expression tasksPAL 2 Report WritingAny classroom observation with very diminishedresponse latency KABC-II: Rover, Pattern Reasoning, Story Completion D-KEFS: Tower Test, Sorting, 20 Questions NEPSY-II: Clocks, Block Construction Poor planning could also be a result of poor inhibition

Planning and Organization- Intervention Goal Setting Understand and envision the endpoint of a task.Having a well-defined target helps to focus studentsefforts Set proximal goals, e.g., goals that can beaccomplished in the near future. Set specific goals, e.g., goals that describe theactual outcome, as opposed to a reminder to “Doyour best."

Planning and Organization- Intervention Goal Setting Provide rubrics and samples of completed work tohelp students visualize the end product. Use calendars to help students schedule and pacethe tasks that lead to completion of the project. Use graphic organizers to synthesize andsummarize key concepts. Set appropriately challenging goals, e.g., goals thatare based on the student‟s tolerance for stress andengagement.

Planning and Organization- In

Strengths: Integrative approach to the assessment of children, adolescents, and young adults across multiple informants Easy to administer and score Can be filled out in a short amount of time Generate a comprehensive portrayal of both the child’s strengths and weaknesses Include a variety of validit

Related Documents:

32 Multia-KialAssessment Global Assessment of Functioning (GAF) Scale Consider psychological, social, and occupational functioning on a hyporhetical conrinuum of mental healtl-r-illness.Do not include impairment in functioning due ro physical (or environmenral) limitations. Code (Nore: Use imennediate

Advanced metering for SMEs The Impact of advanced metering for SMEs 0 Executive summary 02 Introduction to advanced metering 7.06 The potential benefits 06 .2 Use of advanced metering in businesses 06 .3 SupplierPrinciples of advanced metering 07 .4 Analysing advanced metering data 07 .5 Sources of energy savings 08 .6 Advanced metering technology 08 .7 Advanced metering services 09

Measuring and Improving Executive Functioning in the Classroom Brian C. Kavanaugh1 & Omer Faruk Tuncer2 & Bruce E. Wexler3 Received: 4 June 2018/Accepted: 10 September 2018 # Springer Nature Switzerland AG 2018 Abstract Executive function (EF) is a collection of self-regulatory control processes that are compromised by poverty and powerfully

assessment. In addition, several other educational assessment terms are defined: diagnostic assessment, curriculum-embedded assessment, universal screening assessment, and progress-monitoring assessment. I. FORMATIVE ASSESSMENT . The FAST SCASS definition of formative assessment developed in 2006 is “Formative assessment is a process used

The Executive Coaching Handbook is divided into four sections as follows: Defining Executive Coaching describes executive coaching and the partnership required for maximum success. We believe executive coaching is most successful as a three-way partnership among coach, executive, and the executive's organization. Each

of social and family functioning on the other, and to do this across different populations within Australia. At present the analysis of the link between outcomes in child health/well-being and indicators of social and family functioning is not possible. This is because either indicator data are not being collected or are collected in non-

4 FX execution algorithms and market functioning Introduction In this report, we examine the role of execution algorithms (EAs) in helping market participants navigate today’s complex foreign exchange (FX) market structure, and their implications for market functioning. The report draws on

medical intervention throughout their pregnancy, has been proven a precursor to impaired cognitive functioning (Bada et al., 2002). Children also may inherit impulsivity, which imposes some limitations on learning, and if their parents also suffer low cog-nitive functioning, such a circumstance may affect