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Educational Therapy across the Lifespan
Published in Maxine Ficksman, Jane Utley Adelizzi, The Clinical Practice of Educational Therapy, 2017
Having several methods and strategies on hand for solving a specific problem helped Amy feel less anxious when confronted with a test. Employing her high-level verbal skills, Amy learned strategies to help her cope when she would “get stuck.” Some teachers felt her cognitive inflexibility was a stubborn quality. In fact, her parents had reported that Amy’s first grade teacher unkindly nicknamed her “Donkey.” But, sweet Amy was misunderstood. She had difficulty with cognitive shifting, often a behavior of children with ADHD and weakness in executive functioning (Meltzer, 2007).
Development of Cognitive Shifting from Others’ Behavior in Young Children: A Near-infrared Spectroscopy Study
Published in Developmental Neuropsychology, 2020
Yusuke Moriguchi, Chifumi Sakata
Cognitive shifting refers to the ability to switch from one mental set to another. Children have been shown to rapidly develop cognitive shifting during early childhood, and to continue to develop it across middle childhood and adolescence (Garon, Bryson, & Smith, 2008; Zelazo et al., 2013). In terms of what most previous studies have examined in relation to cognitive shifting, they have investigated the development of complex cognitive control processes during specific tasks (Chevalier & Blaye, 2008; Kloo & Perner, 2005), genetic and environmental factors that affect cognitive shifting development (Bernier, Carlson, & Whipple, 2010; Blair et al., 2015; Noble, Norman, & Farah, 2005), and cognitive (e.g., theory of mind) and neural (e.g., the prefrontal cortex regions) correlates of cognitive shifting development (Carlson & Moses, 2001; Moriguchi & Hiraki, 2009).
Executive Dysfunction in Criminal Populations: Comparing Forensic Psychiatric Patients and Correctional Offenders
Published in International Journal of Forensic Mental Health, 2019
Erin J. Shumlich, Graham J. Reid, Megan Hancock, Peter N. S. Hoaken
Inhibition is the ability to control automatic responses and engage in cognitive processes that are counterintuitive (Diamond, 2013; Miyake et al., 2000) and is essential for suppressing aggressive impulses. Shifting (also called cognitive shifting or switching) is the ability to take on numerous perspectives and switch back and forth between tasks (Garon, Bryson, & Smith, 2008). Deficits in shifting result in the inability to shift from inappropriate to appropriate behavior and therefore may escalate aggressive or violent behavior. Finally, working memory is holding and manipulating information that is no longer perceptually present (Baddeley & Hitch, 1994; Smith & Jonides, 1999); deficits in working memory often manifest as difficulty regulating thought and behavior and difficulty with goal oriented behavior (Kane et al., 2007).
Frontal versus dysexecutive syndromes: relevance of an interactionist approach in a case series of patients with prefrontal lobe damage
Published in Neuropsychological Rehabilitation, 2018
Jérémy Besnard, Philippe Allain, Vanesa Lerma, Ghislaine Aubin, Valérie Chauviré, Frédérique Etcharry-Bouyx, Didier Le Gall
The dysexecutive syndrome was assessed with seven traditional tasks, in accordance with the definition of executive functions proposed by Godefroy (2003; Godefroy et al., 2010). These tasks are part of the GREFEX protocol (Azouvi et al., 2001) and are frequently used to assess executive functions. The Trail Making Test (TMT; Lezak, 1983) was given to assess cognitive shifting. Participants were also tested on clustering (categorical and verbal phonological fluency; animals and p-words; Cardebat, Doyon, Puel, Goulet, & Joanette, 1990) and planning (Six Elements task of the Behavioural Assessment of the Dysexecutive Syndrome, BADS; Wilson, Alderman, Burgess, Emslie, & Evans, 1996). The Stroop interference task (Stroop, 1935) and the number of perseverative errors on the Modified Card Sorting Test (MCST; Nelson, 1976) were used to measure response inhibition. The numbers of correct series and errors on the MCST also gave information about rule detection, as did performance on the Brixton task (Burgess & Shallice, 1996). Task coordination was assessed with the Dual Task of Baddeley, with the mu index to quantify the dual task decrement (Baddeley, Della Sala, Papagno, & Spinnler, 1997). Interestingly, a recent normalisation of the GREFEX protocol (Godefroy et al., 2010; Roussel & Godefroy, 2008) determines whether or not the patient shows a dysexecutive syndrome based on the number of pathological performances on the standard criteria of the tasks. Thus, according to the normative data for each criterion (e.g., time, number of errors), the diagnosis of dysexecutive syndrome can be made if the patient shows a deficit in at least three criteria with all tests combined (for instance, pathological number of errors on the Stroop and the Brixton tasks and pathological number of correct series on the MCST). Participants performed also the Mini Mental State Examination (MMSE; Folstein, Folstein, & McHugh, 1975), and a clinical measure of working memory, which consisted of the Digit Span subtest of the Wechsler Adult Intelligence Scale–Third Edition (digit span backward, WAIS–III; Wechsler, 1997).