Executive Functioning Skills and Dyspraxia
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Executive Functioning Skills and Dyspraxia

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Questions and Answers

Which executive function skill is related to managing time effectively?

  • Time Management (correct)
  • Self Regulation
  • Planning
  • Attention

    • What is dyspraxia primarily characterized by?

  • Difficulty in emotional regulation
  • Difficulty in planning and executing motor tasks (correct)
  • Difficulty in understanding complex concepts
  • Difficulty in retaining information

    • Which of the following is a common myth about children with dyspraxia or ADHD?

  • Always unprepared (correct)
  • Need to focus better
  • Can manage time well
  • Intellectually advanced

    • Which executive function skill is most related to the ability to adapt to new situations?

    <p>Flexibility</p> Signup and view all the answers

    Which method is effective for helping individuals analyze their time use?

    <p>Time use logs and analysis</p> Signup and view all the answers

    What emotion is frequently associated with poor executive functioning and can lead to mental health issues?

    <p>Frustration</p> Signup and view all the answers

    Which statement best describes a school-related challenge faced by students with executive functioning issues?

    <p>Frequently turn in homework late or incomplete</p> Signup and view all the answers

    What strategy is recommended for managing large tasks?

    <p>Breaking down large tasks into bite-sized pieces</p> Signup and view all the answers

    Which of the following is NOT considered an executive function skill?

    <p>Creativity</p> Signup and view all the answers

    What approach does the COOP method support?

    <p>Insight and awareness in learning</p> Signup and view all the answers

    Which of these tools is NOT part of the toolkit for planning and prioritizing?

    <p>Environmental distractions</p> Signup and view all the answers

    What is a common behavioral symptom of poor executive function in adolescents?

    <p>Constantly misplacing personal items</p> Signup and view all the answers

    What is the purpose of error analysis in the toolkit?

    <p>To reflect on past mistakes for self-correction</p> Signup and view all the answers

    Which scheduling method allows for visual time management?

    <p>Color coded scheduling/time blocking</p> Signup and view all the answers

    What aspect does the term 'Big Rocks/Small Rocks/Sand' refer to in time management?

    <p>Visualizing tasks in terms of size for importance</p> Signup and view all the answers

    Which technique would NOT help improve metacognition?

    <p>Ignoring self-reflection</p> Signup and view all the answers

    Which of the following is NOT identified as a challenge faced by children with executive functioning issues?

    <p>Consistent communication with peers</p> Signup and view all the answers

    What is a characteristic of dyspraxia?

    <p>Inability to execute skilled motor tasks</p> Signup and view all the answers

    Which strategy can be effective during play to improve praxis in children?

    <p>Obstacle courses</p> Signup and view all the answers

    What is a common assessment tool used for evaluating executive functioning skills?

    <p>Behavior Assessment System for Children (BASC-2)</p> Signup and view all the answers

    Which of the following is a primary challenge for children with Autism Spectrum Disorder (ASD)?

    <p>Difficulty in planning and flexibility</p> Signup and view all the answers

    What intervention strategy can help in sustaining attention?

    <p>Modifying the physical space</p> Signup and view all the answers

    Which of the following is a recommended toolkit item for task initiation?

    <p>Graphic organizers</p> Signup and view all the answers

    What deficits are associated with ADHD compared to ADD?

    <p>Deficits in inhibition</p> Signup and view all the answers

    Which intervention focuses on breaking tasks into manageable parts?

    <p>Bite-size pieces</p> Signup and view all the answers

    Which of the following is a common outcome of poor executive functioning skills?

    <p>Impaired adaptive skills</p> Signup and view all the answers

    Which type of psychological impact is NOT commonly associated with trauma?

    <p>Increased self-esteem</p> Signup and view all the answers

    What is considered a protective factor that can enhance resilience?

    <p>Secure social relationships</p> Signup and view all the answers

    Which factor is categorized as a community risk factor?

    <p>Lack of educational opportunities</p> Signup and view all the answers

    Which of the following is NOT an impact of trauma?

    <p>Increased emotional stability</p> Signup and view all the answers

    Which behavioral outcome is typically associated with trauma exposure?

    <p>Illicit drug use</p> Signup and view all the answers

    Which of the following illustrates an individual-level risk factor?

    <p>Neurodiversity</p> Signup and view all the answers

    Which type of intervention focuses on establishing a sense of safety?

    <p>Felt safety</p> Signup and view all the answers

    Which of the following is an example of an Instrumental Activity of Daily Living (IADL)?

    <p>Social participation</p> Signup and view all the answers

    What defines complex trauma?

    <p>Chronic exposure to multiple adverse experiences within caregiver systems</p> Signup and view all the answers

    Which of the following best describes intergenerational trauma?

    <p>Trauma passed down through generations affecting parenting and nurturing</p> Signup and view all the answers

    Adverse Childhood Experiences (ACEs) may lead to which of the following outcomes?

    <p>Negative health factors and increased likelihood of disease</p> Signup and view all the answers

    Which of the following is a characteristic of historical trauma?

    <p>Multigenerational trauma within a specific cultural or ethnic group</p> Signup and view all the answers

    What are adverse community environments primarily associated with?

    <p>Poverty, discrimination, and violence</p> Signup and view all the answers

    What role does stress play in relation to trauma and health?

    <p>Stress can exacerbate health issues linked to trauma</p> Signup and view all the answers

    Which group is most likely to experience disparity in childhood trauma rates?

    <p>Cultural or racial minority groups</p> Signup and view all the answers

    What are the internal factors influencing neurodiversity and trauma?

    <p>Sensory processing and emotional processing</p> Signup and view all the answers

    What is the primary function of the co-regulation system in the nervous system?

    <p>To create a connection between individuals</p> Signup and view all the answers

    Which of the following describes the state of the ventral vagal system?

    <p>Happy and playful engagement</p> Signup and view all the answers

    Neuroception primarily refers to what ability?

    <p>The ability to sense safety and danger</p> Signup and view all the answers

    What does the process of 'Regulate, Relate, Reason' primarily support in the context of trauma-informed care?

    <p>Establishing safety and effective communication</p> Signup and view all the answers

    The dorsal vagal system is primarily associated with which of the following states?

    <p>Withdrawal and decreased arousal</p> Signup and view all the answers

    Which of the following is a component of Polyvagal Theory?

    <p>Neuroception</p> Signup and view all the answers

    In trauma-informed care, which component emphasizes avoiding re-traumatization?

    <p>Resist</p> Signup and view all the answers

    What aspect does the sympathetic state typically NOT exhibit?

    <p>Feeling relaxed</p> Signup and view all the answers

    Trauma impacts occupational engagement primarily by affecting which of the following?

    <p>Emotional regulation</p> Signup and view all the answers

    What role does positive affect enhancement play in mental health?

    <p>It supports emotional connection and overall well-being</p> Signup and view all the answers

    Study Notes

    Development of Executive Functioning Skills (EFS)

    • EFS involves planned and sequenced motor actions towards a goal.
    • Cognitive processes play a crucial role in achieving these goals and become more complex as we age.

    What are Executive Functions?

    • Organization: Planning, time management, working memory, task initiation, task completion/execution, and problem-solving.
    • Self-Regulation: Inhibition, self-monitoring, behavioral regulation, emotional regulation, and flexibility.

    Dyspraxia

    • Difficulty conceptualizing, planning, and executing unfamiliar motor tasks.
    • Impacts occupations of adolescents in areas such as school, relationships, work, and extracurricular activities.

    Myths about Children with Dyspraxia and ADHD

    • These children are not lazy, unmotivated, or lacking in potential.
    • They might require additional support with focus, time management, and task completion.

    EFS and Mental Health

    • Challenges related to EFS can contribute to fatigue, low self-worth, low self-efficacy, depression, and anxiety.
    • Students may struggle to:
      • Remember homework assignments.
      • Complete assignments on time.
      • Follow instructions.
      • Organize belongings.
      • Keep up with peers academically.
    • Individuals may experience difficulty with:
      • Self-care tasks.
      • Completing tasks without reminders.
      • Maintaining a clean and organized environment.
      • Decision-making.
    • Individuals may struggle with:
      • Attending social outings on time.
      • Responding to texts.
      • Initiating plans and conversations.
      • Maintaining consistent participation in extracurricular activities.

    Developmental Coordination Disorder (Dyspraxia) and EFS

    • Dyspraxia affects sensory integration, impacting the ability to plan and execute motor skills.
    • Individuals with dyspraxia may experience clumsiness, slow learning of new motor tasks, low muscle tone, and EFS challenges.

    ADD/ADHD and EFS

    • Individuals with ADHD/ADD have significant executive skills deficits, which can be the primary diagnostic criterion for the disorder.
    • Research using the BREIF-ADHD and ADD scales reveals impairments in working memory, shifting attention, planning/organization, and task completion.
    • Individuals with ADHD have additional deficits in inhibition, unlike those with ADD.
    • Challenges can stem from reduced cerebellar activity, sensory processing issues, and self-regulation difficulties.

    Autism and EFS

    • Individuals with ASD often exhibit EFS deficits, particularly in planning, flexibility, initiation, and working memory.
    • These deficits can contribute to impairments in adaptive skills, socialization, and independent living.
    • Dyspraxia is a common feature of ASD.
    • Individuals with ASD frequently demonstrate difficulties with self-regulation, including emotional regulation and sensory processing.

    Assessment of EFS

    • Assessments involve:
      • Interviews with children, parents, and teachers.
      • Observations of task performance in varied environments.
      • Standardized assessments like the BREIF 2, CBCL, BASC-2, BOT-2, COMPS, M-FUN, and GOAL.

    EFS Intervention Strategies

    • Interventions aim to:
      • Provide opportunities for practice.
      • Utilize scaffolding to support skill development.
      • Encourage reflection on performance.
      • Adapt the environment, task, or person factors to facilitate success.

    Sustained Attention and Working Memory

    • Interventions may include:
      • Modifying the physical environment for optimal arousal, attention, and organization.
      • Adjusting cue delivery methods.
      • Breaking down tasks into smaller steps.
      • Providing planned breaks and anticipated rewards.
      • Implementing check-ins and study buddies.

    Task Initiation

    • Interventions aim to:
      • Motivate individuals to start tasks.
      • Develop routines using a variety of tools (planners, alarms, apps, etc.).
      • Encourage the use of graphic organizers.
      • Utilize the COOP method.

    Organization

    • Intervention strategies focus on:
      • Organizing physical, portable, and virtual environments.
      • Implementing color-coded systems.
      • Establishing routines and systems for maintaining order.
      • Creating a central command center for visibility.

    Goal-directed Persistence

    • Interventions address challenges with:
      • Frustration tolerance and delayed gratification.
      • Using goal attainment scales (GAS).
      • Anticipating rewards.
      • Breaking down tasks.
      • Providing resources for self-correction.
      • Encouraging reflection.

    Planning, Prioritizing, and Time Management

    • Interventions emphasize:
      • Utilizing agendas, planners, calendars, and time-blocking techniques.
      • Sequencing tasks.
      • Breaking down large tasks into smaller steps.
      • Analyzing areas of need.
      • Employing the "Big Rocks/Small Rocks/Sand" method.
      • Using time use logs and analysis.

    Metacognition

    • Intervention strategies help individuals:
      • Develop insight and self-awareness.
      • Learn about their learning processes.
      • Reflect on their thinking.
      • Employ the COOP method, talk aloud method, error analysis/self-correction support, and modeling.

    Safety Supports EFS

    • Safe and supportive environments are crucial for optimal EFS skill development.

    Trauma Definition

    • Experienced as physically or emotionally harmful or threatening
    • Lasting adverse effects on well-being
    • Can impact individuals, families, and communities

    Types of Trauma

    • Complex Trauma: Chronic exposure to multiple adverse events within a relational caregiver system, leading to challenges in surviving these experiences.
    • Adverse Childhood Experiences (ACEs): Traumatic events or situations experienced or observed from birth to 18 years old, including physical or emotional abuse, neglect, domestic violence, caregiver with mental illness, caregiver with substance abuse, crime, imprisonment of caregiver, and homelessness.
    • Adverse Community Environments: Poverty, lack of opportunity, discrimination, and violence.
    • Intergenerational Trauma: Parents with trauma histories struggle to nurture their own children, creating a cycle of abuse and trauma.
    • Historical Trauma: Multigenerational trauma experienced by a specific cultural, ethnic, or racial group due to discrimination, oppression, injustices, inequalities, and microaggressions.
      • Racism, not race, is the risk factor.
      • Disparities exist in childhood trauma: 61% of Black, 51% of Hispanic, and 40% White
    • Neurodiversity and Trauma: Internal factors (sensory processing, communication, information processing, emotional processing) and external factors (societal systems, cultural systems, family systems, task demands, physical environment, social environment) contribute to the impact of trauma in individuals with neurodiversity.
    • LGBTQIA+ and Trauma: Trauma can stem from systemic factors (religion, government, hate crimes, conversion therapy), community factors (isolation, rejection from social groups), and individual factors (daily interactions with family and peers).

    Stress

    • A state of tension causing anxiety or worry.
    • Triggered by a stressor.
    • Types of stress: acute, chronic, and traumatic.
    • Research links trauma, stress, and disease.
    • ACES study shows a correlation between the number of ACEs and negative health factors/likelihood of disease.
    • Social and economic conditions increase the likelihood of experiencing an ACE.
    • Trauma, stress, and health:
      • Medical: Heart disease, chronic pain, respiratory disorders, cancer, STDs.
      • Psychological: Depression, anxiety, suicide, hallucinations.
      • Social: Relationships, risk of perpetrating or being at risk for domestic violence.
      • Behavioral: Sexual promiscuity, illicit drug use, and teen pregnancy.

    Risk Factors

    • Individual and Family:
      • History of parental trauma
      • Parental mental health disorder
      • Lack of parental attachment
      • Parental incarceration
      • Homelessness
      • Lack of health and other support services
      • Violence in the home
      • Parental death
      • Neurodiversity
      • Gender expression
    • Community:
      • Poverty
      • Lack of educational and economic opportunity
      • Violence
      • Discrimination
      • Oppression
      • Injustices
      • Inequalities

    Protective Factors

    • Individual and Family:
      • Secure attachment with caregiver
      • Secure social relationships outside of the family
      • Food security
      • Basic needs are met
      • Positive mental health of family members
      • Parental employment
      • Education is valued and supported
    • Community:
      • Safe living environment
      • Access to economic and health support
      • Employment opportunities
      • Stable housing
      • Safe and nurturing childcare and schools
      • Safe and engaging after-school and enrichment programs

    Resilience

    • The ability to recover and thrive in the face of trauma, stress, or adversity.
    • Protective factors support resilience.

    Impact of Trauma

    • Emotion regulation: Difficulty managing emotions.
    • Self-regulation: Difficulty controlling impulses and behaviors.
    • Physiologic regulation: Difficulty managing physical responses to stress.
    • Information processing: Challenges with cognition, attention/focus, memory, executive function, and sensory processing.
    • Relationships: Difficulty establishing and maintaining healthy relationships.
    • Identity formation: Difficulty developing a sense of self and purpose.
    • Self-actualization: Difficulty achieving one's full potential.
    • Occupational engagement and actualization is impacted.

    Trauma's Impact on ADLs/IADLs

    • ADLs:
      • Feeding and eating
      • Dressing
      • Bathing
      • Brushing teeth
      • Toileting
    • IADLs:
      • Rest/sleep
      • Education
      • Work
      • Play
      • Leisure
      • Social participation
      • Health management

    OT Intervention - 4 R's

    • Realize: The widespread prevalence and impact of trauma.
    • Recognize: Trauma's impact on individuals, families, and communities.
    • Respond:
      • Support feeling safe
      • Support regulation
      • Support relationships
      • Support occupational engagement
    • Resist: Re-traumatization.
      • Use trauma-informed language.
      • Demonstrate flexibility.
      • Foster trustworthiness, transparency, and empowerment.
      • Promote client voice and choice.
      • Build partnerships.

    Polyvagal Theory (PVT)

    • Theory of nervous system regulation.
    • 2 Branches of the Vagus Nerve:
      • Dorsal Vagus: (below diaphragm) Basic physiologic functions, protection, survival.
      • Ventral Vagus: (above diaphragm) Social engagement system, connectedness, self-regulation, well-being, occupational engagement, actualization.
      • Symbiosis between both branches for overall wellbeing.

    Neuroception

    • The ability of the nervous system to sense safety and danger.
    • Safety Cues: Social cues, environmentally safe cues.
    • Danger Cues: Shrill sounds, smell of smoke, witnessing a violent act.
    • Flee/Stay: The body's response to perceived danger.
    • Prolonged Stress: Faulty neuroception - dorsal vagal activation vs ventral vagal.
    • Trauma: Impacts neuroception, leading to dysregulation.

    Ventral Vagal - Safe and Social

    • Happy, content, attuned to others, connected, at ease, playful, self-aware, productive.

    Sympathetic - Mobilized

    • On edge, hypervigilant, limited attention span, anxiety, stress, threshold for sensation affected.

    Dorsal Vagal - Immobilized

    • Shut down, flat affect, blank stare, withdrawal, decreased arousal, depression.

    Neurosequential Model of Therapeutics (NMT)

    • Regulate, Relate, Reason.
    • Regulate: Addressing physiological needs to create safety.
    • Relate: Building secure attachment, developing social and emotional skills.
    • Reason: Cognitive development and problem-solving.

    Trauma-Informed Care - 4 R's in OT Practice

    • Realize: Recognize the prevalence and impact of trauma.
    • Recognize: Understand how trauma impacts individuals, families, and communities.
    • Respond: Use therapeutic techniques that support safety, regulation, relationships, and occupational engagement.
    • Resist: Avoid re-traumatization by using trauma-informed language, demonstrating flexibility, fostering trust, and promoting client empowerment.

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    Description

    Explore the development of Executive Functioning Skills (EFS) and their impact on cognitive processes. This quiz delves into the relationship between EFS, dyspraxia, ADHD, and mental health, while debunking common myths about children facing these challenges.

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