Background: Working memory refers to a system that temporarily holds and manipulates information (Alloway et al 2016). There is substantial literature on the descriptions of memory but a lack of research on the practical application of memory interventions in schools. COGMED is marketed to schools as an evidence-based intervention which could help individuals who have memory deficits. There have been a number of research studies on COGMED, however there is a lack of research on the implementation of COGMED in schools and also a lack of qualitative research on COGMED. The current research study focused on the ‘real life’ use and implementation of COGMED in a school from the perspectives of teachers, management and pupils. This research set out to find out about the barriers and facilitators which affect the implementation of COGMED in a primary school. Participants: Five Year 5 pupils and Five Year 6 pupils from one primary school undertook a Working Memory intervention, COGMED, which was implemented by the teachers. Seven of the pupils and five members of staff participated in semi- structured interviews. Methods: Ten pupils received COGMED which was implemented by the teachers in their school. The Year 5 pupils received the intervention in the Summer Term 2015 and the Year 6 pupils in the Spring Term 2015. Qualitative data were collected through semi– structured interviews with teachers and pupils. Analysis/Results: Semi-structured interviews were transcribed and analysed using thematic analysis. The results were presented as thematic maps which included the facilitators and barriers of implementing COGMED. Conclusion/Implications: This study identified a number of facilitators and barriers in relation to the use and implementation of COGMED in a primary school. The findings suggest learning opportunities for the school and support agencies and also implications for future implementation and research.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:702661 |
| Date | January 2017 |
| Creators | Smith, Alexandra |
| Contributors | Campbell, L. |
| Publisher | University of Sheffield |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
| Source | http://etheses.whiterose.ac.uk/16244/ |
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