The capacity of a person to manage their thinking, emotions, focus, and actions in order to accomplish long-term goals.

The belief that one’s actions can have an impact on the world.

The ability to resist impulses and consider the possible consequences of alternative behaviors. The ability to stop one action and consider what is the highest priority activity.

Higher order brain functions needed to plan, focus attention, prioritize and multi-task. These functions are critical to goal-oriented behavior.

The management or modulation of one’s emotional state.

The ability to postpone gift or treat to reap greater rewards in the future.

The process by which a child and his or her caregiver share the child’s emotional regulation until the child can take ownership of managing his or her own emotions.

The actions of a student that are hurtful, offensive and disrupt the class. Actions by other students that disrupt learning or the development of friendships.

The area of the brain that is continuous with the spinal cord develops first and controls the sleep-wake cycles and the fight-or-flight response.

The ability to avoid distraction and focus on a particular task for the time necessary to complete it.