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Foundations for School Readiness: Executive Functioning in the Classroom (Day 3)

View Course Details Please note: exam questions are subject to change.

1.  Executive function develops as children grow and learn. At what age are executive function skills fully developed?
  1. 30
  2. 25
  3. 20
  4. 15
2.  Interoception manages all of the following EXCEPT:
  1. Manage mood (to reduce intrusive thoughts)
  2. Manage fatigue (pacing, regular breaks)
  3. Manage sensation (for tactile input)
  4. Manage physical comfort (pain, hunger, thirst)
3.  Execute functioning occurs primarily in the:
  1. Occipital lobe
  2. Temporal lobe
  3. Parietal lobe
  4. Frontal lobe and pre-frontal cortex
4.  Metacognition is a critical part of executive function. It involves:
  1. Forming a plan and carrying it out
  2. Self-observation and assessment, i.e. looking at yourself and evaluating how you are doing
  3. Stopping behavioral impulses
  4. Attending to the task
5.  Accommodations in the classroom can greatly benefit students. Which of the following is a concrete and visual teaching strategy that brings results?
  1. Playing hokey pokey
  2. Post-it notes in the planner/calendar
  3. Adding music to the classroom
  4. Making transitions faster
6.  Regulation is:
  1. Our 'optimal' state of learning
  2. When we are engaged in our environment
  3. A just right state of being - we are not 'too' energetic and not 'too' tired
  4. All of the above
7.  To begin work on executive function skills with younger students or with those who are just learning them, begin with:
  1. Simple, one-step tasks to build successes and confidence
  2. Use time outs if the person doesn't follow instructions immediately
  3. Set a timer to show how much time is passing
  4. Giving the person very detailed, complex written instructions to follow then leave them alone for 15 minutes to see if they can successfully complete the task independently
8.  Examples of interventions for young children include which of the following?
  1. Sorting objects
  2. Watering plants
  3. Dusting
  4. All of the above
9.  To focus the planning process when working with teenagers, OT practitioners can:
  1. Tell the teen to list only short-term goals
  2. Teach them how to multi-task as much as possible
  3. Encourage teen to identify something specific that they want to accomplish
  4. All of the above
10.  Occupational therapists must know the difference between goals and accommodations. What are critical when forming goals for students on your caseload?
  1. Setting goals directly from assessments
  2. Setting functional, measurable, and child-specific goals
  3. Using last year's IEP
  4. Using a one-size fits all IEP template

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