Memory & Forgetting
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In the neuro-cognitive context of 'learning disabilities and children with special needs', under the 'Executive Dysfunction Model' of Attention Deficit Hyperactivity Disorder (ADHD), regarding the activation dynamics of inhibitory control, working memory, and cognitive flexibility among the dorsolateral prefrontal cortex (DLPFC), anterior cingulate cortex (ACC), and basal ganglia, and the reciprocal interrelationships of Russell Barkley's 'Neurobehavioral Model of Self-Regulation', and their implications for modern primary inclusive classroom teaching, self-regulated structured pedagogy, and the enhancement of impulse control, attention span extension, and overall executive skills in students, which of the following statements is most appropriate and true?
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The Executive Dysfunction Model of Attention Deficit Hyperactivity Disorder (ADHD) highlights the dysfunction among the dorsolateral prefrontal cortex (DLPFC), anterior cingulate cortex (ACC), and basal ganglia. According to Russell Barkley's model, this dysfunction impairs inhibitory control, working memory, and self-regulation.
In primary inclusive classrooms, structured pedagogy, explicit rules, and self-regulation strategies are instrumental in improving attention and impulse control in these children.
- DLPFC and Basal Ganglia: Their hypo-activity directly affects executive functions like inhibitory control.
- Intervention: Self-regulated structured pedagogy provides external scaffolding for internal executive control deficits.
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