Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

How Early Experiences in Cognitive Development Improve Working Memory and Processing Speed Skills of Children

  • Heather Dube, B.A. (Author)
    Heather Dube is a certified Special Education Teacher and Case Manager at a public elementary school in central New Hampshire. She has six years teaching experience at the elementary level. She earned her Bachelor’s Degree in Special Education at Eastern Nazarene College in 2011 and is pursuing a Master’s Degree in the area of Curriculum and Instruction.
  • Sarah Sarette, Ed.D. (Author)
    Dr. Sarah Sarette is a certified School Psychologist employed with a public-school district in central New Hampshire. She not only has been a School Psychologist, but has taught K-8 regular and special education classes. She has also been a principal and a teaching consultant/Assistant Special Education Director. She earned her Ed. D in Educational Leadership K-12 at New England College in 2014. Her Bachelor of Science in Elementary Education K-8, M. Ed in Special Education K-12, and Certificate of Advanced Graduate Studies in Administration and School Psychology was obtained from Plymouth State University in Plymouth, New Hampshire. She also is an adjunct professor for various colleges/universities. Dr. Sarette’s training expertise lies in working memory, self-regulation, and mathematics. Professional Development for teachers, paraprofessionals, and parents in various special education topics is a true joy for her.
DOI
https://doi.org/10.64546/jaasep.418
Abstract
Providing the support that children need to build cognitive skills (i.e. working memory and processing speed) has come to the forefront for special educators today. This study investigated how fourth-grade students within an experimental classroom (N=14) and special education students within a small group setting (N=9) improved their working memory and processing speed through a self-designed board game. Board game activities were conducted for three months. Data were collected from 14 heterogeneously grouped students in an experimental classroom (N=22) and student within a small group setting in the special education classroom setting (N=9). The effects of working memory and processing speed interventions were administered through individual pre- and post- standardized measures. Descriptive statistics for post-test student assessments show no statistical significance in working memory and processing speed. The results of this study suggest that a short-term intervention to increase working memory and processing speed is not impactful. Longer interventions may prove to be more successful and should be examined.
Keywords
Child Development, Children, Cognitive Ability, Cognitive Development, Educational Technology, Elementary School Students
References

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How to Cite
Dube, H., & Sarette, S. (2020). How Early Experiences in Cognitive Development Improve Working Memory and Processing Speed Skills of Children. Journal of the American Academy of Special Education Professionals, 15(1), 105-118. https://doi.org/10.64546/jaasep.418

Winter 2020

Article Information

  • Article Type Articles
  • Submitted December 27, 2019
  • Published February 15, 2020
  • Issue Winter 2020
  • Section Articles
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