Test Yourself - The 8 Executive Function Skills

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

Wrong answer. Try again.

Cognitive Flexibility

Wrong answer. Try again.

Self-Regulation

Next

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.

QUESTION 2 of 8

The ability to coordinate objects or tasks in a structured and systematic manner.

Organization

Memory

Wrong answer. Try again.

Task Initation

Wrong answer. Try again.

Next

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

QUESTION 3 of 8

The ability to choose what matters and allocate time accordingly.

Planning, Prioritization, & Time Management

Metacognition

Wrong answer. Try again.

Task Initation

Wrong answer. Try again.

Next

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

QUESTION 4 of 8

The ability to get started on tasks, especially non-preferred tasks.

Attention

Wrong answer. Try again.

Self-Regulation

Wrong answer. Try again.

Task Initation

Next

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

QUESTION 5 of 8

The ability to sustain focus and ignore distractions.

Self-Regulation

Wrong answer. Try again.

Attention

Memory

Wrong answer. Try again.

Next

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.

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

Wrong answer. Try again.

Cognitive Flexibility

Metacognition

Wrong answer. Try again.

Next

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

QUESTION 7 of 8

The ability to observe one's actions and results and then make modifications in pursuit of a goal.

Self-Regulation

Wrong answer. Try again.

Metacognition

Organization

Wrong answer. Try again.

Next

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

QUESTION 8 of 8

The ability to store information for spontaneous use.

Self-Regulation

Wrong answer. Try again.

Memory

Attention

Wrong answer. Try again.

Next

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

Executive Function Skills

Great Work!

Thanks for compelting this Excutive Function CFU. You can move on to the next activity in the course.