COGNITIVE ASSESSMENT
AND TRAINING TAKING LABELLING
OUT OF THE CLASSROOM
Sarah Marks | Head of Education - MyCognition
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USEFUL
“The identification of the
nature of an illness or
other problem by
examination of the
symptoms.”
However, we need to ensure
that a diagnosis does not
become a ‘Label’, where we
define a child and neglect to
address individual needs.
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DIAGNOSIS IN
A necessary aspect…
A tool to help children and teachers
Starting point to begin to understand the child.
Generate an Education,
Health and Care (EHC) Plan
Facilitate multi-agency
cooperation
Secure additional
resources and funding
Identify and support needs
Integral to:
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AND
ASPECTS OF A DIAGNOSIS
Although a diagnosis is helpful, we run the risk of pigeon-holing children and not capturing a full understanding of
all their strengths and needs.
POSITIVE
NEGATIVE
Legislation
ensured
provision
Extra resources
were provided
Access to Specialist
help Focussed CPD
Preconceived ideas
Extent of diagnosis
Additional elements
Exclusion and Isolation
Provided clarity
and negated blame
Self-image, self- esteem
Gave a starting point
for addressing needs
Accuracy of diagnosis
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A
APPROACH
The main categories of need are:
Emotional
Intellectual
Applies to every
child, not just
those with SEN
Physical
Time should be
allocated within the
school day to
address these needs
for every child
Cognitive
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SHOULD WE ESTABLISH THE COGNITIVE NEEDS OF OUR CHILDREN?
Good cognition is intrinsically linked to mental wellbeing and capacity to learn (academic achievement)
Positive mental health is seen as including:
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Social functioning
(relations with others
and society)
Cognition
(perception, thinking,
reasoning)
Coherence
(sense of meaning
and purpose in life)
Dr Lynne Friedli (2009) ‘Mental health, resilience and
inequalities’, World Health Organisation
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Literacy Scores
Emotion
(affect/feeling)
15
10
5
0
0
10
20
30
40
50
60
70
80
90
100
Mean Cognitive Assessment Scores
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COGNITIVE
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TO ESTABLISH COGNITIVE NEEDS
Technology now allows assessments to be undertaken online in 15 minutes.
Scientifically validated
measurement.
Quantitative data is
produced based on
behaviour not belief.
Dashboards can provide
instant visual representation
of a classes cognitive
health.
Teacher reports for individual
children contain in-depth
information and teaching and
learning strategies to support that
child. Written by a team of
Education Psychologists.
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COGNITIVE NEEDS
Good Cognition
Sub-optimal Cognition
Impaired Cognition
All learners trained will improve, but we recommend that the suboptimal and impaired cognition groups receive prioritisation
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ESTABLISHING EACH CHILD’S COGNITIVE PROFILE
Assess
Inform
AquaSnap
MyCQ
Training is personalised,
dynamically changing based on
an individual’s cognitive scores
The training is embedded in a
video game to maximise
engagement
Training is holistic, but
is more intense where
there is greatest need
AquaSnap
Validate
Training is inclusive, players
will assume they are all
participating in the same
version of the AquaSnap game
Train
Improve
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THE
OF COGNITIVE TRAINING
Improvement in cognitive scores
in points after 8 weeks.
Improvement in attainment sub levels, in one term.
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Remove diagnosis from the classroom.
Move to a needs-based approach
where we can also focus on emotional
and cognitive needs.
Make our children’s mental health a priority.
Use cognitive assessment and training to
ensure personalized development as part of a
holistic solution.
Head teacher
‘We find out what children can’t do at an early age, then make them do it over and over and
over again.’
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For more information,
please visit us at Stand
B459
[email protected]
@SarahMarks4
07748 484944
www.mycognition.com
Changing the world one
mind at a time