" Somewhat unsurprisingly, an instructional strategy that these teachers frequently used was modification. Our analysis identified the following modifications: reteaching the material, using instructional materials, prompting/cueing, modeling, changing the task, and giving students more practice on the task.... If the teacher believed that the modification was not sufficient in aiding student learning, she typically reevaluated the student's learning difficulty and state of mind and then selected a new modification to apply. (Stough & Palmer, 2003)

These are the types of decisions and criteria for the student with special needs that must be evaluated when attempting any type of no only cognitive modification, but any type of intervention.

Since the late nineties strategy interventions such as cognitive modification have been increasing in use in the area of special education. The has been an array of cognitive interventions put into practice such as, specific problem-solving skills, advanced organizational skills, approaching reading with specific plans or rules to follow, teaching students to remember specific facts. Other cognitive behavioral interventions have alos included self-monitoring behavior during reading time, self-questioning about text being read and so on. (Gersten, Schiller, & Vaughn, 2000). These interventions have all been proving quite beneficial but it must be remembered that in this area one size does not fit all. Students must be constantly monitored, evaluated and reevaluated for progress as will as behavioral changes, both positive and negative.

Although there has been a great deal of research and actual practice of cognitive modification in the special education setting, more work need to be done in order to truly evaluate the benefits of this therapy. One important concept that appeared during the research on this paper is the possibility of using play as part of any cognitive modification process. Play may help to cross certain barriers that are presented in both the cognitive and physical limitations that can be found in the special education population. But regardless of...

The psychosocial benefits of play are enormous and present negative consequences for the well being of the child when absent. In use, cognitive modification has apparent benefits to the special needs child, but it is important to monitor the efficacy of any program to the individual. Failure to appropriately address changes, either positive or negative, can result is poor outcomes.
As mentioned previously, cognitive modification for this population is a standardized fit for all concerned. The individual child must be assessed for his or her level of functioning and then constantly monitored if any positive outcome is to be had. This can be a daunting task but the apparent long-term outcomes outweigh any difficulties with the implementation of this particular therapeutic avenue. The ability to associate play with this modification can have beneficial effects for the child that will assist them both educationally and socially for the rest of their I lives leaving them with a sense of self-efficacy and self-esteem that is a priceless commodity.

References

Bouck, E.C. (2004). Exploring Secondary Special Education for Mild Mental Impairment: A Program in Search of Its Place. Remedial and Special Education, 25(6), 367-377

Bray, P., & Cooper, R. (2007). The Play of Children with Special Needs in Mainstream and Special Education Settings. Australian Journal of Early Childhood, 32(2), 37-48

Gersten, R., Schiller, E.P., & Vaughn, S. (Eds.). (2000). Contemporary Special Education Research: Syntheses of the Knowledge Base on Critical Instructional Issues. Mahwah, NJ: Lawrence Erlbaum Associates.

Neenan, M., & Dryden, W. (2004). Cognitive Therapy: 100 Key Points. New York: Brunner-Routledge.

Stough, L.M., & Palmer, D.J. (2003). Special Thinking in Special Settings: A Qualitative Study of Expert Special Educators. Journal of Special Education, 36(4), 206-215.

Cognitive Modification