Cognitive Strategies for Children with Special Needs in Educational Settings

Abstract

The purpose of this study was to explore the cognitive strategies used by Thai occupational therapists for children with special needs in various educational settings. The participants consisted of 55 occupational therapists, using purposive sampling. This study utilized a survey questionnaire, which was examined for content validity by five experts. Data collection was from 55 participants, of which 34 replied. Descriptive statistical analysis was used. The results showed that a sensory cue was used mostly in children with Autism Spectrum Disorder (ASD). Children with intellectual disabilities and ASD had the highest use of cognitive strategies among all disabilities. The therapists used the sensory cue in similar percentages for children with visual and hearing impairment. Various cognitive strategies for those with intellectual disabilities were similarity, including rehearsal technique, rote scripts, association, task simplification, attention to doing, and finger pointing. In addition, attention to doing, was the strategy most preferred among the therapists. On the other hand, task simplification was mostly chosen for children with learning disabilities. Stimuli reduction, organization, and finger pointing were the three strategies most selected for children with speech and language disabilities. The therapists employed self–coaching, task simplification, and finger pointing as the highest strategies for children with behavioral and emotional problems. Moreover, task simplification and the sensory cue were mostly selected for children with multiple disabilities. In conclusion, the occupational therapists used different cognitive strategies for children with special needs in relation to their cognitive problems, to encourage participation in daily routines and schooling tasks.

Keywords

• cognitive strategies
• children with special needs
• educational settings
• occupational therapists