Padlet Board 2 — Inclusive interventions for Cognitive Development by Verlaine Thomas

Disability/Disorder 1 — Autism Spectrum Disorder (ASD)

verlainethomas4 — 2025-09-21 15:57:38 UTC

ASD often affects social communication, language, and adaptive cognition; heterogeneity is large so supports should be individualized.

Strategy / Intervention 1 — Early Intensive Behavioral and Naturalistic Interventions

Description: Early Intensive Behavioral Interventions (including some ABA-based programs) and Naturalistic Developmental Behavioral Interventions (NDBIs) aim to teach communication, joint attention, play, and problem solving through repeated, systematic opportunities embedded in routines.
Evidence shows some improvements in communication, adaptive behavior, and cognitive skills when interventions are early and intensive, though long-term effects vary.

Use individualized goals, progress monitoring, and family involvement.

Strategy / Intervention 2 — Speech-Language Therapy + Parent-mediated communication interventions

Focus on functional language and pragmatic skills; parent coaching helps generalize gains to daily contexts. Parent involvement increases dosage and real-world practice, promoting cognitive-linguistic growth.
Reference
Rodgers, M., et al. (2020). Review of early interventions for autism. Cochrane / Systematic review.

Disability/Disorder 2 — Attention-Deficit/Hyperactivity Disorder (ADHD; preschool/early childhood)

verlainethomas4 — 2025-09-21 16:00:58 UTC

ADHD impacts attention regulation, inhibitory control, and working memory, which can reduce learning gains during early years.

Strategy / Intervention 1 — Parent training & behavioral management
Description: Evidence-based parent training programs teach consistent routines, positive reinforcement, antecedent control, and clear expectations improving attention/behavior and creating a structured learning environment that supports cognitive learning. For preschoolers, behavioral interventions are first-line.

Strategy / Intervention 2 — Classroom behavior supports & scaffolding (visual schedules, chunking tasks, preferential seating)
Description: Classroom-level strategies that reduce distractions, break tasks into short steps, provide visual cues, and use positive reinforcement can improve on-task behavior and enable cognitive engagement for children with attentional difficulties. Combine with teacher training and family–school coordination.

Disability/Disorder 3 — Intellectual Disability (ID) / Global Developmental Delay

verlainethomas4 — 2025-09-21 16:03:34 UTC

Children with ID have limitations in intellectual functioning and adaptive behavior that affect learning; supports focus on differentiated instruction, scaffolding, and functional skills.

Strategy / Intervention 1 — Individualized instruction with scaffolding & task analysis
Description: Break tasks into small steps (task analysis), use repeated practice, multi-sensory teaching, concrete manipulatives, and scaffolded supports that are gradually faded as skills emerge. Teaching should emphasize generalization across settings to support adaptive cognition. (Evidence-based instructional design principles).

Strategy / Intervention 2 — Universal Design for Learning (UDL) + assistive technology
Description: Implement UDL principles (multiple means of representation, expression, and engagement) to present content in accessible ways; low- and high-tech assistive tools (picture schedules, communication aids) support participation and cognitive access in inclusive classrooms. UDL reduces barriers for all learners while addressing individual needs.