Understanding Autism and Executive Function

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Questions and Answers

What does dysregulation primarily indicate in a neurodivergent individual?

A lack of effort or willingness to learn.

Significant unmet needs. (correct)

A natural, unavoidable autistic trait.

An intentional attempt to disrupt the environment.

Which of the following is NOT identified as a common cause of dysregulation?

Sensory sensitivities.

Intense physical exertion. (correct)

Forced eye contact.

Sudden and unexpected changes.

What is the relationship between regulation and executive function (EF) skills, according to the text?

Well-regulated states indicate a decrease in EF skills.

Well-regulated states indicate an increase in EF skills. (correct)

Regulation has no impact on EF skills.

Dysregulation leads to an increase in EF skills.

What is the suggested course of action when a student has trouble with tasks or expectations?

Recognize they may be dysregulated or lack required skills. (A) Signup and view all the answers

What strategy is NOT suggested for promoting regulation in the content?

Ensuring students are constantly stimulated and engaged with different tasks. (A) Signup and view all the answers

Which of the following is NOT explicitly listed as an executive function skill?

Managing physical needs (A) Signup and view all the answers

When well-regulated, the individual described in the text can effectively demonstrate which of the following executive function skills?

Impulse control, Analysing, and Memory (B) Signup and view all the answers

Which of the following behaviors is NOT likely to be observed when an individual is dysregulated?

Following instructions carefully and completely. (C) Signup and view all the answers

When dysregulated, the individual struggles to access certain executive function skills. Which of the following skill sets do they have difficulty accessing at this time?

Memory, Coping with Change, and Problem Solving (C) Signup and view all the answers

What approach should adults take when an individual is struggling with executive function skills?

Show empathy and kindness, and provide necessary supports and accommodations. (B) Signup and view all the answers

Which of the following is a strategy that is NOT suggested when an individual displays dysregulated behavior?

Removing all potential triggers from the environment (D) Signup and view all the answers

What three executive function skills are required to complete the task of 'not calling out'?

impulse control, memory, and focusing. (B) Signup and view all the answers

What might difficulty with executive function skills in school look like in practice according to the text?

Difficulty focusing on work, appearing lethargic, or having large emotional responses to situations. (C) Signup and view all the answers

Study Notes

Autism as a Dynamic Disability

Autism is a disability that involves difficulty with executive function skills.
Executive function skills affected include focusing, controlling impulses, memory, coping with transitions, making decisions, planning, adapting, prioritizing, inferencing, predicting, analyzing, managing emotional responses, initiating/stopping tasks, perspective-taking, sequencing, and problem-solving.
Neurodivergent people may struggle to demonstrate these skills even when trying their best.

Well-Regulated vs. Dysregulated

When well-regulated, individuals can access and demonstrate their executive function skills effectively.
When dysregulated, accessing these skills is difficult.
Accommodations and support are essential for executive function skills that may be lacking.
Empathy and kindness from adults are important for those who may struggle.
Extreme distress is not a trait but can signal unmet needs.
Dysregulation may occur from masking, social demands, sensory issues, emotions such as disappointment, anger, sadness and tiredness.

Executive Function Skills in School

Many school tasks depend on executive function skills.
Difficulties with these skills can lead to various struggles in school, such as difficulty following instructions, not listening to teachers, struggles with schoolwork, behaviour issues and procrastination, sensory sensitivities and challenges in social situations.
Recognizing these signs allows for effective strategies and encourage emotional regulation, such as allowing for sensory breaks, movement breaks, quiet time, and use of headphones.

Assessing and Supporting Executive Function Skills

Evaluate if the individual has the needed executive function skills required for a specific task.
If adjustments in expectations or tasks, and/or support is needed adjust as required and address those unmet needs.
Tools and strategies to support regulate are crucial for successful learning.

Factors That May Cause Dysregulation

Masking (forced eye contact, making oneself still, socialising )
Emotions (disappointment, anger, sadness, frustration, confusion, worry)
Sensory input (sound, light, temperature, smells, tastes)
Illness, tiredness, and unexpected changes
Mental fatigue and discomfort

Helping Individuals Thrive in School

Encourage consistent regulation strategies.
Provide unlimited access to tools and strategies to support regulation.
Allow for breaks, sensory tools, and different seating options.
Acknowledge and address any issues with completion of work or expectations, recognising problems may be due to lack of skills needed or not having access to needed tools.

Self-Reflection and Understanding

The individual may be asked about situations that make them uncomfortable, annoyed, sad, or overwhelmed.
The person may be asked to share ways they can regulate.

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Description

Explore the nuanced relationship between autism and executive function skills in this informative quiz. Learn how regulation affects these skills, the importance of support and empathy, and the challenges faced by neurodivergent individuals. This quiz aims to deepen your understanding of autism as a dynamic disability.