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Advancing Pediatric Cognitive Tele-Assessment: Insights and Implementation Strategies

Advancing Pediatric Cognitive Tele-Assessment: Insights and Implementation Strategies
The recent surge in Cognitive Tele-Assessment (CTA) has provided new avenues for assessing pediatric cognitive functions remotely. The research article "Cognitive pediatric tele-assessment: a scoping review" offers a comprehensive analysis of the current landscape, highlighting both the potential and the challenges of CTA. Here, we distill the key findings and provide actionable insights for practitioners looking to improve their skills or delve deeper into this evolving field.

Key Benefits of Cognitive Tele-Assessment

CTA offers several advantages over traditional in-person assessments:

Challenges and Solutions

Technical Issues

Technical problems such as internet outages, software glitches, and hardware incompatibilities can disrupt assessments. To mitigate these issues:

Methodological Issues

Controlling the testing environment remotely is challenging, especially with children who have lower attentional capacity and stamina. Strategies to address these issues include:

Equivalence of In-Person and Online Assessment Tools

Ensuring the validity and reliability of online assessments compared to their in-person counterparts is crucial. Recommendations include:

Ethical Issues

Data privacy, security, and inclusivity are significant ethical concerns in CTA. To address these:

Future Directions

The future of CTA looks promising with advancements in technology and increased focus on developing engaging, valid, and reliable assessment tools. However, practitioners must remain vigilant about the ethical and methodological challenges to maximize the benefits of CTA for pediatric populations.

To read the original research paper, please follow this link: Cognitive pediatric tele-assessment: a scoping review


Citation: Vias-Guasch, N., Chia, P. S. Q., Yap, M. L. M., Wu, C. Y., & Chen, S. H. A. (2023). Cognitive pediatric tele-assessment: a scoping review. Frontiers in Psychology, 14, 1288021. https://doi.org/10.3389/fpsyg.2023.1288021

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