Executive Functions: Multi-Context Approach

  • Prof. Dr. Joan Toglia PhD, OTR/L, FAOTA,
  • 17/10/2022 20:00
  • 6h 0min
  • tr, en
  • Live Seminars
+VAT

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# Date Content Duration
1Executive Functions: Multi-Context Approach First Day 17/10/2022 20.00-23.00180min
2Executive Functions: Multi-Context Approach Second Day 18/10/2022 20.00-23.00180min

Executive Functions (EF) is a set of interrelated cognitive abilities that is critical to participation in life activities, positive outcomes, and quality of life. EF includes adaptive responses to new, unfamiliar or unstructured situations and plays a key role in skill acquisition, self-regulation, adjustment to change, and learning. This 2 session workshop (3 hours each, total = 6 hours) provides an updated and comprehensive view of executive function and evidence based strategies for treatment. Session 1 provides an in-depth view of executive function and its relationship with other cognitive skills and everyday functional performance. Therapists will practice analyzing cognitive errors and symptoms and differentiate between different types of cognitive symptoms and performance problems as a foundation for treatment planning. Session 2 will focus on evidence-based methods to enhance self-monitoring skills, self- awareness, and cognitive strategy use across functional activities. The Multicontext treatment approach, a metacognitive strategy-based intervention will be discussed with applications to clinical cases. Specific mediation methods and the use of a structured metacognitive framework will be illustrated and reviewed. Full attendance in both sessions and submission of course worksheets is required for a completion certificate.

Session 1: An Overview of Cognition, Performance and Executive Function

This session provides an overview of cognition across the lifespan with a focus on executive function skills. Executive function skills has emerged as a strong predictor of success in life activities across the lifespan. For example, academic outcomes, social communication and participation, at-risk behaviors, instrumental activities of daily living, functional outcomes, hospital readmissions have all been closely related to executive functioning. Weaknesses in EF can be observed in children or adults with developmental or learning problems acquired brain injury such as stroke, TBI or brain tumor, mental health conditions, chronic illnesses as well as many other health conditions This presentation will define and describe updated conceptualizations of executive functioning and its influence on different aspects of function and participation across a wide variety of ages and populations An in-depth review of executive function (EF) skills will provide a foundation for the interpretation of functional cognitive performance errors. Participants will practice analyzing and interpreting task errors and behaviors occurring during everyday situations using an executive functioning framework, through written case scenarios and video clips as a foundation for interpretation of performance and treatment planning. Participants will have an opportunity to apply concepts to their clinical population of interest.

The information in this presentation is a prerequisite for Session 2

Session 1 Topic Outline
  • Overview of Executive functioning (EF)
  • Impact of EF on everyday life activities
  • Development of EF and factors that influence development
  • An in-depth look at executive function and memory components, specific abilities involved, and examples in everyday activities
  • Variations in clinical presentations
  • Practice in analysis and interpretation of symptoms, behaviors, and task errors observed in children and adults through video clips and clinical scenarios
  • Factors affecting cognition, executive functions, learning, and processing.
  • Relationship between EF, sensory processing, motor skills, visual perceptual deficits
  • Self-Awareness, metacognition and self-efficacy
  • Implications for Assessment and Treatment

Session 2: The Multicontext Approach: A metacognitive strategy intervention to optimize functional cognition

This session focuses on metacognitive strategy training methods and provides an overview of the Multicontext approach and its application to those with executive function deficits across different ages and populations. Participants will apply knowledge of executive functions to the selection, analysis and grading of functional cognitive treatment activities. Metacognitive strategy techniques will be introduced to promote strategy use and generalization across everyday activities. Specific mediation methods and the use of a structured metacognitive framework to help children or adults self-monitor, regulate or manage cognitive symptoms or behaviors will be discussed. The use of this approach combined with other treatment methods will be addressed.
Session 2 Topic Outline
  • An overview of Cognitive rehabilitation and the Evidence
  • The Multicontext approach and Strategy-based intervention
    - Strategies to support or enhance executive function
  • Functional cognitive activities to promote executive functioning and generalization
  • A Metacognitive Framework
    -Types of prompts; guided questions and mediation methods
  • Interprofessional collaboration
  • Practice applying principles to clinical problems and case scenarios
  • Combining treatment techniques
  • Summary, practice recommendations, and discussion

Prof. Dr. Joan Toglia PhD, OTR/L, FAOTA,

Joan Toglia PhD, OTR/L, FAOTA is a Professor and Dean Emerita of the School of Health & Natural Sciences at Mercy College in Dobbs Ferry, New York. She is also an Adjunct Clinical Professor of Cognitive Science in Rehabilitation Medicine at Weill Cornell Medical College. Dr. Toglia has over 30 years of experience in Occupational Therapy and is internationally recognized as a leader in the rehabilitation of persons with cognitive deficits. She has over 80 publications within the field including journal articles, assessments, book chapters, and books. She has also presented over 300 workshops and lectures around the world on cognitive rehabilitation, focusing on theory, assessment methods, and intervention strategies to support and optimize cognitive function across different ages and diagnostic groups. She is best known for her work on Dynamic Assessment and the Multicontext approach to cognitive rehabilitation.
Education:
Teachers College, Columbia University
Ph.D. Measurement and Evaluation, Department of Human Development
Columbia University
M.Phil. Measurement and Evaluation, Department of Human Development
Columbia University
M.A. Educational Psychology, Human Cognition and Learning
New York University
B.S. Occupational Therapy

Learning Outcomes
Session 1 Learning Outcomes: Participants will be able to
  • Describe the impact of executive dysfunction on everyday activities, social participation, psychosocial functioning, and outcome and provide at least 3 examples.
  • Describe 4 basic components of executive functioning and provide a clinical functional example of each.
  • Describe 4 different aspects of memory and provide a clinical functional example of each
  • Apply knowledge of executive function and memory to analysis of functional cognitive errors from at least 6 written case scenario’s or video clips and discuss implications for treatment.
  • Interpret at least 2 clinical descriptions, based on analysis and knowledge of types of awareness or metacognitive skills and discuss implications for treatment.
Session 2 Learning Outcomes: Participants will be able to
  • Identify key components of the Multicontext Approach
  • Apply knowledge of executive functioning to functional cognitive activity analysis and demonstrate the ability to modify activity demands to increase or decrease demands on specific EF skills
  • Identify a wide range of cognitive functional activities that can be used within treatment to promote strategy use.
  • Identify at least 3 strategies that can be used to support or enhance executive functions
  • Identify at least 3 techniques to promote transfer and generalization of strategies across activities.
  • Explain how a metacognitive framework can be used within the context of everyday activities.
  • Distinguish between different types of prompting or cueing methods (direct versus guided) methods.
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