The current landscape and future of tablet-based cognitive assessments for children in low-resourced settings

Abstract

Interest in measuring cognition in children in low-resourced settings has increased in recent years, but options for cognitive assessments are limited. Researchers are faced with challenges when using existing assessments in these settings, such as trained workforce shortages, less relevant testing stimuli, limitations of proprietary assessments, and inadequate parental knowledge of cognitive milestones. Tablet-based direct child assessments are emerging as a practical solution to these challenges, but evidence of their validity and utility in cross-cultural settings is limited. In this overview, we introduce key concepts of this field while exploring the current landscape of tablet-based assessments for low-resourced settings. We also make recommendations for future directions of this relatively novel field. We conclude that tablet-based assessments are an emerging and promising method of assessing cognition in young children. Further awareness and dissemination of validated tablet-based assessments may increase capacity for child development research and clinical practice in low-resourced settings. Author summary Tools that measure cognitive skills are key to identifying children in need of critical interventions to reach their full potential. However, there are barriers inherent in the application of traditional tools, such as the need for trained professionals, the relevance of the testing items, and the time needed to complete the evaluations. This disproportionately impacts populations living in low-resourced settings. Emerging research indicates that tablet computers can easily administer essential cognitive testing across low-resourced settings and overcome many of the barriers from the use of traditional tools. However, no resources are available that succinctly review the key considerations and available options for tablet-based cognitive assessments. Therefore, in this review, we summarize the existing known tablet-based cognitive assessments used in low-resourced settings and evaluate a myriad of factors important for the application of computerized cognitive assessments across different cultural contexts. We also offer recommendations for the future output of tablet-based assessments, which may mediate the gap for use of cognitive testing within low-resourced settings. Overall, we determine that tablet-based assessments are a promising solution among these settings, and further insight and awareness of these tools may increase their utility.