As a dedicated practitioner in the field of speech-language pathology, staying updated with the latest research is crucial to providing the best outcomes for children. A recent study titled The Effect of the ‘Touch Screen-Based Cognitive Training’ for Children with Severe Cognitive Impairment in Special Education offers valuable insights that can enhance your practice. This blog will delve into the findings of this research and discuss how you can implement these outcomes to improve your skills and encourage further research.
Introduction
Traditional education methods in special schools often face limitations, especially for children with severe cognitive impairments. These children may struggle with attention, motivation, and active participation in class activities, leading to lower academic achievement. The COVID-19 pandemic has further exacerbated these challenges by limiting direct personal interactions. Therefore, alternative forms of education, such as touch screen-based cognitive training, are becoming increasingly important.
Study Overview
The study investigated the feasibility and effectiveness of touch screen-based cognitive training for children with severe cognitive impairment. A total of 29 children were randomly allocated to either the intervention group (17 children) or the control group (12 children). The intervention group received touch screen-based cognitive training for 30 minutes per session, three times a week, for 12 weeks. The control group received traditional education. Various assessments were conducted before and after the 12-week period, including the Psychoeducational Profile-Revised (PEP-R), Early Childhood Behavior Questionnaire (ECBQ), Sequenced Language Scale for Infants (SELSI), Pediatric Evaluation of Disability Inventory (PEDI), and Goal Attainment Scale (GAS).
Key Findings
- The touch screen-based cognitive training was found to be feasible and effective in a special education setting.
- Significant improvements were observed in attentional shifting (ECBQ) and individual goal achievement (GAS).
- The degree of improvement was not affected by the severity of developmental delay.
Implications for Practice
As a practitioner, you can leverage these findings to enhance your practice in several ways:
- Incorporate Touch Screen-Based Training: Introduce touch screen-based cognitive training programs in your therapy sessions to improve attention and goal achievement in children with severe cognitive impairments.
- Individualized Education: Utilize the structured and standardized nature of these programs to provide more individualized education, tailored to each child's cognitive level.
- Remote Learning: In the context of COVID-19, these programs can serve as an effective remote learning tool, reducing the need for direct personal contact while maintaining educational progress.
Encouraging Further Research
While the study provides promising results, it also highlights the need for further research. Future studies could explore long-term effects, larger sample sizes, and diverse populations to validate and expand upon these findings. As a practitioner, staying engaged with ongoing research and contributing to it can help advance the field and improve outcomes for children with cognitive impairments.
To read the original research paper, please follow this link: The Effect of the ‘Touch Screen-Based Cognitive Training’ for Children with Severe Cognitive Impairment in Special Education.
