Identifor Executive Function Dashboard

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Relative Abilities

The Relative Abilities of the selected Identifor gamer are shown above. The largest slice, for example, indicates the individual's strongest ability

Comparative Abilities

The selected individual's abilities as compared with other gamers is shown below. You can compare with different populations using the filter button on the top right

Percentile for Attention

Perceive/Cue

Does not see signs, directions, etc.; does not hear directions; does not touch or handle materials; seems unaware of own thoughts and actionsImprovement Activities​​​​​​​

Focus/Select

Does not attend to information being presented Improvement Activities​​​​​​​

Sustain

Has difficulty working on tasks for extended periods of timeImprovement Activities​​​​​​​

Monitor

Doesn't check work for errors; has difficulty realizing when he/she has made a mistake; has a hard time identifying inaccurate thoughts or feelingsImprovement Activities​​​​​​​

Modulate

Has difficulty adjusting activity level; is overactive or underactive; gets overstimulated or under stimulated; overreacts or underreacts to situationsImprovement Activities​​​​​​​

Balance

Has difficulty finding the balance between extremes (speed vs. accuracy, quality vs. quantity; general vs. specific statements; depth vs. breadth; talking vs. listening, sharing too much vs. sharing too little; being humorous vs. being serious)Improvement Activities​​​​​​​

Correct

Has trouble correcting mistakes or apologizing for inappropriate behavior Improvement Activities​​​​​​​

Hold

The ability to hold onto information for more than a few secondsImprovement Activities​​​​​​​

Manipulate

The ability to actively work with information that is being held in one's mind​​​​​​​ Improvement Activities​​​​​​​

Store

The ability to store information so that it is available for later useImprovement Activities​​​​​​​

Retrieve

The ability to retrieve stored information when needed Improvement Activities​​​​​​​

Gauge

Has difficulty "sizing up" what is needed to complete a task; under or over estimates the difficulty of tasksImprovement Activities​​​​​​​

Anticipate

Has difficulty looking ahead or anticipating what will be next; has difficulty considering the consequences of his or her actions before actingImprovement Activities​​​​​​​

Estimate Time

Is very poor at estimating the time or estimating how long it takes to do thingsImprovement Activities​​​​​​​

Analyze

Has difficulty with examining things in more detail to understand them better Improvement Activities​​​​​​​

Compare/Evaluate

Has difficulty evaluating the quality of his or her work or thinking; difficulty comparing one thing with another on various dimensions Improvement Activities​​​​​​​

Generate

Has difficulty coming up with a new idea or finding a novel solution to a problemImprovement Activities​​​​​​​

Associate

Has difficulty understanding or seeing how two or more things or ideas are similar​​​​​​​ Improvement Activities​​​​​​​

Organize

Has difficulty with arranging things or thoughts in an orderly mannerImprovement Activities​​​​​​​

Plan

Has difficulty working out in advance a way of doing things or thinking about things Improvement Activities​​​​​​​

Decide

Has difficulty choosing among options; can't choose how to think, feel or act Improvement Activities​​​​​​​

Prioritize

Has difficulty assigning an order of importance to things or activities Improvement Activities​​​​​​​

Energize

Puts little energy or effort into work on school tasksImprovement Activities​​​​​​​

Initiate

Slow to get started with tasks; long pauses occur before a response is offered Improvement Activities​​​​​​​

Inhibit

Blurts out comments in class; acts impulsively; can't wait for turnImprovement Activities​​​​​​​

Stop

Continues even after being told to stopImprovement Activities​​​​​​​

Interrupt/Pause

Does not return to work on a task after a brief interruptionImprovement Activities​​​​​​​

Flexible

Resists the idea of doing things a different way or feeling or thinking a different way; insists on doing things the same way Improvement Activities​​​​​​​

Shift

Has difficulty going from one activity to another or moving from one thought or feeling to another Improvement Activities​​​​​​​

Sense Time

Seems unaware of the passage of time; does not know how long he/she was working on a task or thinking about somethingImprovement Activities​​​​​​​

Pace

Has difficulty changing pace to go slower or go faster as conditions dictate Improvement Activities​​​​​​​

Sequence

Has difficulty getting the steps of a routine in the right order; performs sequenced tasks out of orderImprovement Activities​​​​​​​

Execute

Has trouble effectively using routines that most children the same age have automated; lacks follow-through on tasks even when interested and attending Improvement Activities​​​​​​​

Games to play to further assess Attention

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