Cognitive remediation for neurodevelopmental disabilities

Abstract

Various approaches have been proposed for the remediation of cognitive functions in children with neurogenic cognitive impairment or for the optimization of these functions in typically developing children. The functional approach stimulates various cognitive processes, such as working memory, attention, and executive functions, in a simultaneous and broad manner via computerized and adaptive cognitive exercises. It has been widely used in children with or without cognitive impairment but its efficacy remains uncertain. The cognitive approach stimulates specific cognitive processes in a targeted and individualized manner. It is likely to have a higher efficacy especially in children with acquired cognitive impairment, but this approach is currently not the most frequently used. The integrative approach implements cognitive remediation directly within the school curriculum, which is adapted to the children's cognitive profile. It has led to robust remediation effects at the level of attentional and executive behaviors in everyday life but necessitates a flexible school curriculum and group-based intervention. Finally, biopsychologic approaches, such as meditation and mindfulness, will increase the children's emotional balance, but they do not appear to have reliable cognitive remediation effects. Future studies need to determine the precise conditions under which the different remediation approaches show highest levels of efficacy and specificity.

Keywords: Attention; Cognitive; Functional; Remediation; Working memory.