Lesson 1.1

By the end of this lesson, learners will be able to define decision-making and explain its primary purpose in addressing unmet needs and supporting daily independence. They will use specific examples relevant to age-related challenges, such as managing health appointments, maintaining social connections, and adapting to changes in physical capabilities.

Learners will apply adaptive decision-making techniques by completing a simplified Weekly Needs Assessment to identify at least one unmet need. They will demonstrate how establishing routines to address these needs can reduce decision-related anxiety and reliance on the Automatic system, while promoting efficiency and confidence.

Lesson 1.2

By the end of this lesson, learners will be able to identify and describe the two primary decision-making systems in the brain (Automatic and Deliberate). They will explain how each system supports different decision-making tasks, focusing on the Automatic system’s role in managing routine decisions and the Deliberate system’s limited capacity due to age-related changes.

Learners will analyze real-life scenarios to determine which decision-making system is likely in use by recognizing contextual clues such as familiarity, urgency, and emotional triggers. Scenarios will include age-specific examples, such as navigating healthcare decisions or adapting to new technology.

Lesson 1.3

When presented with various everyday scenarios (e.g., deciding on healthcare changes, handling a routine household task), learners will accurately identify whether the scenario would trigger an up-regulation to the Deliberate system or reliance on the Automatic system. They will demonstrate an understanding of “struggling moments” in contexts where cognitive rigidity may impede adaptation

Given a list of internal and external down-regulation factors (e.g., time pressure, frustration with new tasks, high emotional strain), learners will assess how these factors impact decision-making. They will explain when and why the brain may default to the Automatic system, emphasizing the importance of assistive decision-making tools to overcome these barriers.

Lesson 1.4

Learners will effectively apply observation and assessment tools, such as a simplified Weekly Needs Assessment (WNA) and Optimal Decision-Making Eval, to gather and interpret relevant information. These tools will be used to support the Deliberate system by focusing on actionable, age-appropriate decision-making strategies.

Learners will demonstrate the ability to collect and provide accurate, current, and contextual information to enhance the Deliberate decision-making system’s functionality. They will practice using assistive devices and structured processes to improve outcomes in common decision-making situations, such as choosing healthcare plans or organizing daily activities.