Understanding the Disconnect: Subjective vs. Objective Cognitive Assessments
As practitioners in the field of speech-language pathology and educational psychology, we often rely on both subjective reports and objective cognitive assessments to understand and support children with learning-related difficulties. However, recent research highlights a significant disconnect between these two forms of assessment, which could impact the effectiveness of our interventions.
The Study That Sheds Light
The research article titled Inconsistencies between Subjective Reports of Cognitive Difficulties and Performance on Cognitive Tests are Associated with Elevated Internalising and Externalising Symptoms in Children with Learning-related Problems provides valuable insights. Conducted by Williams et al., this study explores the prevalence and implications of inconsistent cognitive profiles (ICPs) in children referred for learning-related issues.
Key Findings
- Approximately 50% of children in the study exhibited ICPs, where subjective reports of cognitive difficulties did not align with objective cognitive test results.
- These inconsistencies were linked to elevated internalising (e.g., anxiety, depression) and externalising (e.g., hyperactivity, conduct problems) symptoms.
- The study suggests that subjective cognitive difficulties in the absence of objective deficits may stem from underlying mental health issues.
Implications for Practitioners
These findings urge practitioners to consider the broader context of a child's mental health when assessing cognitive difficulties. Here are some practical steps to enhance assessment accuracy and intervention effectiveness:
- Holistic Assessment: Incorporate mental health screenings into the assessment process to identify potential emotional or behavioral contributors to perceived cognitive difficulties.
- Collaborative Approach: Work closely with mental health professionals to develop comprehensive intervention plans that address both cognitive and emotional needs.
- Parental Involvement: Educate parents about the potential influence of mental health on cognitive performance and encourage their active participation in the intervention process.
Encouraging Further Research
While this study provides a foundation, further research is needed to explore the causal relationships between cognitive assessments and mental health symptoms. Practitioners are encouraged to contribute to this growing body of knowledge by conducting longitudinal studies and sharing their findings with the community.
To read the original research paper, please follow this link: Inconsistencies between Subjective Reports of Cognitive Difficulties and Performance on Cognitive Tests are Associated with Elevated Internalising and Externalising Symptoms in Children with Learning-related Problems.
