The article Executive Function – Describing Six Aspects of a Complex Syndrome discusses the subtle but powerful linkage between attention and multiple aspects of the brain’s management system. The executive function, also known as the management system of the brain is linked to 6 clusters. These clusters operate on a connective system to perform related cognitive functions in attention. “Most persons diagnosed with ADHD report significant chronic difficulties in at least some aspect of each of these clusters. Impairments in these clusters of cognitive functions tend to show up together; they appear clinically to be related.” (Brown, 2005)
The first cluster - Organizing, Prioritizing, and Activating for Task is associated with impulsivity, higher activity, and procrastination. As the …show more content…
He has difficulty expressing his emotions and often present difficulty in managing frustration and modulating emotion. I do concur with the author that these symptoms often respond to treatments and stimulants. As a teacher, the implication here is to know the student. Know their triggers and how to moderate the symptoms when presented.
Cluster 5: Utilizing Working Memory and Accessing Recall – This involves chronic difficulties with memory, more so “working memory”. While I know the retrieval of information is related to memory in general, I wasn’t aware that impairment in working memory could interfere with receptive and expressive communication.
Cluster 6: Monitoring and Self-Regulating Action- I am aware of “impaired ability to inhibit” and its associated symptoms of hyperactivity and impulsivity. What’s new to me is the excessive focus on how others react, and excessive self-consciousness. Also new to me is the self constriction, shyness and inhibitness in social action. (Brown,
The first cluster - Organizing, Prioritizing, and Activating for Task is associated with impulsivity, higher activity, and procrastination. As the …show more content…
He has difficulty expressing his emotions and often present difficulty in managing frustration and modulating emotion. I do concur with the author that these symptoms often respond to treatments and stimulants. As a teacher, the implication here is to know the student. Know their triggers and how to moderate the symptoms when presented.
Cluster 5: Utilizing Working Memory and Accessing Recall – This involves chronic difficulties with memory, more so “working memory”. While I know the retrieval of information is related to memory in general, I wasn’t aware that impairment in working memory could interfere with receptive and expressive communication.
Cluster 6: Monitoring and Self-Regulating Action- I am aware of “impaired ability to inhibit” and its associated symptoms of hyperactivity and impulsivity. What’s new to me is the excessive focus on how others react, and excessive self-consciousness. Also new to me is the self constriction, shyness and inhibitness in social action. (Brown,