Heather-+Annotated+Bibliographies

Heather's Articles:

 1.

Elliot, Rebecca (2003). Executive functions and their disorders. British Medical Bulletin, 51-54.

 The article explains the term executive function in which complex cognitive processing requiring the co-ordination of several sub-processes to achieve a particular goal. Neuropsychological evidence suggests that executive processing is intimately connected with the intact function of the frontal cortices. Executive dysfunction has been associated with a range of disorders, and is generally attributed to structural or functional frontal pathology. Neuroimaging, with PET and fMRI, has confirmed the relationship; however, attempts to link specific aspects of executive functioning to discrete prefrontal foci have been inconclusive. Instead, the emerging view suggests that executive function is mediated by dynamic and flexible networks, that can be characterised using functional integration and effective connectivity analyses. This view is compatible with the clinical presentation of executive dysfunction associated with a range of pathologies, and also with evidence that recovery of executive function can occur after traumatic brain injury, perhaps due to functional reorganisation within executive networks.

2.

Riccio, Cynthia A., Wolfe Monica E., Romine Cassandra, Davis Brandon, Sullivan Jeremy (2004). The Tower of London and neuropsychological assessment of ADHD in Adults. Arch Clinical Neuropsychology, 661-71.

 The article defines executive function and the various of behaviors and abilities related to planning and strategy use. It also explores the maintenance of attention and behavior in the obtaining the some goal. The Tower of London (TOL) is one task used in the assessment of executive function. With a sample of 102 individuals between the ages of 16 and 33 years, the extent to which performance on the TOL–Drexel Edition (TOLDX) was related to performance on other measures of executive function and diagnostic grouping was investigated. Results indicated that TOLDX variables are not correlated significantly with age or Global Assessment of Functioning (GAF). Of the TOLDX variables, only Rule Violations correlated with multiple other executive function variables. Rule Violations showed correlation minimally, but significantly, with cognitive ability, perceptual skills, Matrix Reasoning, Processing Speed, and immediate memory. Processing Speed also significantly correlated with Total Time and Time Violations. These results suggest that while the TOLDX measures aspects of ability not tapped by other measures, which shows that planning can be difficult for some individuals.

3. Moore, Sammi, Dupaul, George, White, George. (2003). The Effects of Self-Management in General Education Classrooms on the Organizational Skills of Adolescents With ADHD, Behavior Modification Journal, 159-183.

 The article defines self-management procedures which have been used in school settings to successfully reduce problem behaviors, as well as to reinforce appropriate behavior. A multiple-baseline across participants design was applied in this study to evaluate the effects of using a self-management procedure to enhance the classroom preparation skills of secondary school students with attention-deficit/ hyperactivity disorder (ADHD). Three male students enrolled in a public secondary school were selected for this study because teacher reports suggested that these students were insufficiently prepared for class and inconsistently completed assignments. The intervention involved training in self-management procedures focusing on the improvement of classroom preparation skills. Following the intervention, the training process was then faded. Results were consistent across the 3 participants in enhancing classroom behaviors.

 4. Figarola, Patricia M., Gunter, Phillip, Reffel, Julia, Worth, Susan, Hummal, John, Gerber, Brian. (2001). Effects of Self-Graphing and Goal Setting on the Math Fact Fluency of Students with Disabilities. ABA International, 36-41.

 The article evaluates the impact of goal setting and students' participation in graphing their own performance data on the rate of math fact calculations. Participants were 3 students with mild disabilities in the first and second grades. (2 of the 3 students were also identified with Attention-Deficit/Hyperactivity Disorder (ADHD) ). They were taught to use Microsoft Excel software to graph their rate of correct calculations when completing timed, independent practice sheets consisting of single-digit mathematics problems. Two students' rates of correct calculations nearly always met or exceeded the aim line established for their correct calculations. The results are discussed in terms of implications and future directions for increasing the use of evaluation components in classrooms for students who need self-monitoring/ goal setting.

5. Godlwitzer, P., Gawrilow C., Oettingen G., (2010). The Power of Planning: Self-Control of Effective Goal-striving. Self Control in Society, Mind, and Brain, 5, 10-11.

The article explores if self-regulation and self-control can override unwanted thoughts, feelings and behaviors when goal planning. The research argues if goal attainment is effective when people plan out their goals in advance. It also suggests that effectively regulating goal striving by making if- then plans for the individual. The article also explores if it is reliable and successful way to achieve self- control. The research does find that if-then plans can be effective, as long as the participants are motivated and capable of making these plans.