Want to create interactive content? It’s easy in Genially!
Test Yourself - The 8 Executive Function Skills
Maggie Hickey
Created on February 15, 2023
Match each definition to the corresponding Executive Function Skill.
Start designing with a free template
Discover more than 1500 professional designs like these:
Transcript
Executive Function Skills
Test Yourself
Match each definition to the corresponding Executive Function Skill. It's okay if you aren't familiar with these terms and their definitions. You'll have an opportunity to learn more about the skills in the next activity.
QUESTION 1 of 8
The ability to maintain and adjust our emotional state when faced with frustrations, sadness, anxiety, fear, and excitement. This includes the ability to inhibit our actions when emotionally challenged.
Metacognition
Cognitive Flexibility
Self-Regulation
Right!
Self-Regulation is the ability to maintain and adjust our emotional state when faced with frustrations, sadness, anxiety, fear, and excitement.
When students struggle with this skill, they may: - be easily frustrated by situations - appear overwhelmed - lash out verbally or physically.
Next
QUESTION 2 of 8
The ability to coordinate objects or tasks in a structured and systematic manner.
Organization
Memory
Task Initation
Right!
Organization is the ability to coordinate objects or tasks in a structured and systematic manner.
When students struggle with this skill, they may: - have difficulty keeping papers organized - their computer desktop may have files overlapping - their backpacks are overflowing with papers - they seem lost - they struggles with finding assignments - they seems overwhelmed with task demand
Next
QUESTION 3 of 8
The ability to choose what matters and allocate time accordingly.
Planning, Prioritization, & Time Management
Metacognition
Task Initation
Right!
Planning, Prioritization, & Time Management refer to the ability to choose what matters and allocate time accordingly.
When students struggle with this skill, they may: - Struggle with gauging time - Have incomplete work - Require more time than peers - Often surprised to learn about due dates - Late to school or class - Difficulty determining priorities - Difficulty breaking down assignment - Difficulty identifying long range goals
Next
QUESTION 4 of 8
The ability to get started on tasks, especially non-preferred tasks.
Attention
Self-Regulation
Task Initation
Right!
Task Initiation is the ability to get started on tasks, especially non-preferred tasks.
When students struggle with this skill, they may: - Struggle to get started - Procrastinate - Make endless excuses not to start - Create diversions - May know what needs to be done, but just can't get going
Next
QUESTION 5 of 8
The ability to sustain focus and ignore distractions.
Self-Regulation
Attention
Memory
Right!
Attention is the ability to sustain focus and ignore distractions.
When students struggle with this skill, they may: - have difficulty paying attention - be easily distracted - struggle to focus on the relevant information.
Next
QUESTION 6 of 8
The ability to adapt and shift between perspectives: from main idea to detail, from part to whole and back; to hold various points of view.
Attention
Cognitive Flexibility
Metacognition
Right!
Congitive Flexibility is the ability to adapt and shift between perspectives
When students struggle with this skill, they may: - Experience rigid thinking and/or a fixed mindset - Struggle to see another's point of view - Difficulty with transitions - Struggle to transition from one idea to another - Be frustrated by new approaches and change - Feel upset when met with the unexpected - Struggle to go from details to the big picture and vice versa
Next
QUESTION 7 of 8
The ability to observe one's actions and results and then make modifications in pursuit of a goal.
Self-Regulation
Metacognition
Organization
Right!
Metaocgnition is the ability to ability to observe one's actions and results and then make modifications in pursuit of a goal.
When students struggle with this skill, they may: - Have difficulty understanding abstract language - Struggle to understand expectations - Have difficulty applying knowledge to new situations - Struggle with internal knowledge - Struggle to know one's own strengths and weaknesses and how to work with them
Next
QUESTION 8 of 8
The ability to store information for spontaneous use.
Self-Regulation
Memory
Attention
Right!
Memory is the ability to store informatic for spontaneous use.
When students struggle with this skill, they may: - Be forgetful often - Have difficulty manipulating mental information - Struggle to recall what was just said or seen
Next
Executive Function Skills
Great Work!
Thanks for compelting this Excutive Function CFU. You can move on to the next activity in the course.