Implementing a Cognitive Stimulation Program in IME or SESSAD
Methodological guide to implementing cognitive stimulation activities tailored to autistic children in institutions
Medical-Educational Institutes (IME) and Specialized Education and Home Care Services (SESSAD) support many children with Autism Spectrum Disorder. Structured cognitive stimulation integrated into the establishment's project contributes to the development of attentional, memory, and problem-solving skills. This article offers a comprehensive methodology for implementing such a program, from needs assessment to progress monitoring.
Why Cognitive Stimulation in IME/SESSAD?
Autistic children present varied cognitive profiles, with specific strengths and difficulties. Many have attentional peculiarities (attention to detail but difficulty maintaining attention on long tasks), different memorization modes (excellent visual memory but difficulties in working memory), and particular reasoning styles. Targeted cognitive stimulation can enhance emerging skills and compensate for certain difficulties.
In the context of an IME or SESSAD, cognitive stimulation is part of each child's personalized support project. It complements educational, therapeutic, and pedagogical interventions. Integrated into the daily life of the structure, it becomes a cross-cutting tool serving the child's overall development.
improvement in attention with a structured program
of children show better engagement
to observe significant progress
Step 1: Assess Needs and Resources
1 Assessment of Cognitive Profiles
Before implementing a program, it is essential to assess each child's cognitive profile. This assessment, conducted by the structure's psychologist, identifies strengths (to build upon) and difficulties (to work on). Standardized tools (WISC, Vineland, PEP-3) supplemented by situational observation provide a complete picture. The results guide the choice of activities and their level of difficulty.
2 Inventory of Available Resources
Which professionals can lead cognitive stimulation sessions? What spaces are available? What materials already exist? What budget can be allocated? This realistic inventory allows for sizing the program. Human resources include psychologists, educators, and specialized teachers. Material resources range from traditional games to digital tools.
3 Definition of Objectives
The program's objectives are defined at two levels: general objectives (improve the attentional capacities of supported children) and individualized objectives (for Paul: maintain attention on a task for 10 minutes). These objectives must be SMART: Specific, Measurable, Achievable, Realistic, Time-bound.
Step 2: Choose Tools and Methods
Traditional Tools
Many classic games and activities can serve cognitive stimulation: puzzles (visual attention, spatial reasoning), memory games (memory, Kim), logic games (sequences, associations), sorting and categorization activities. The advantage of these tools is their moderate cost and familiarity for the teams. Their limitation is sometimes the lack of fine adaptation to individual needs.
Digital Tools
Cognitive stimulation applications on tablets offer specific advantages: automatic adaptation of difficulty level, immediate feedback, traceability of performance, attractiveness for children. They allow for regular and individualized training. The choice of application is crucial: it must be validated, adapted to the autistic audience, and provide progress tracking.
COCO: the ideal tool for IME and SESSAD
The COCO PENSE and COCO BOUGE program from DYNSEO has been designed to meet the needs of structures welcoming children with cognitive disorders. With over 30 games targeting attention, memory, logic, and executive functions, COCO offers highly adaptable levels. The enforced alternation between cognitive activities (COCO PENSE) and active breaks (COCO BOUGE) every 15 minutes promotes regulation and prevents fatigue. The dashboard allows professionals to objectively track progress. DYNSEO can assist structures in implementing this tool.
Discover COCO| Cognitive Function | Traditional Tools | Adapted COCO Games |
|---|---|---|
| Visual Attention | Puzzles, find and seek | The Invasion, Puzzle Plus |
| Working Memory | Memory, Kim | Mystery Card, Binoculars |
| Logic and Reasoning | Sequences, adapted Sudoku | Logical Sequence, ColorMind |
| Executive Functions | Planning Games | Parking, Maze |
Step 3: Organize Sessions
Frequency and Duration
Regularity takes precedence over intensity. Short but frequent sessions (15-20 minutes, 3 to 5 times a week) are more effective than long spaced sessions. The schedule should integrate into the existing organization of the structure. With COCO, the PENSE/BOUGE alternation naturally structures the session.
Individual or Group Format
Individual sessions allow for fine adaptation to the child's profile. Small group sessions (2-4 children) add a social and motivational dimension. A balance between the two formats is recommended. Some activities lend themselves better to individual (targeted training), while others are better suited for group (cognitive board games).
Typical Structure of a Session with COCO
1. Welcome (2 min): start ritual, reminder of the objective. 2. COCO PENSE (15 min): cognitive games adapted to the child's level. 3. COCO BOUGE (5 min): active break enforced by the application. 4. COCO PENSE (10 min): resumption of cognitive activities. 5. Closure (3 min): valuing efforts, anticipation of the next session.
Step 4: Train Professionals
The success of the program depends on the competence of the professionals who lead it. Specific training is necessary: understanding the targeted cognitive functions, mastery of the tools used, techniques for adapting to individual needs, motivation and reinforcement methods, and using tracking data to adjust interventions.
DYNSEO Training for Teams
The training "Supporting a Child with Autism: Keys and Solutions for Daily Life" from DYNSEO complements the technical training on the tools. It conveys the fundamentals of autism support (communication, structuring, behavior management) that are essential for effectively conducting cognitive stimulation sessions with this audience.
Discover the TrainingStep 5: Monitor and Evaluate Progress
Data Collection
Rigorous tracking of performance allows for evaluating the program's effectiveness and adjusting interventions. Digital tools like COCO automatically record scores and response times. For traditional activities, simple observation grids document progress. These data are analyzed regularly (at least monthly).
Periodic Evaluations
More formal evaluations, using standardized tools, are conducted at regular intervals (every 6 months, for example). They allow for objectively measuring progress and comparing evolution to expectations. The results are integrated into the personalized project assessments.
"We implemented a cognitive stimulation program with COCO two years ago in our IME. The results are remarkable: the children are more attentive, they generalize the skills worked on to other contexts, and the teams have an objective tool to measure progress. It has become a central element of our support."
Integration into the Personalized Project
The cognitive stimulation program is not an isolated activity but is integrated into each child's personalized support project (PPA). The cognitive objectives are articulated with educational, pedagogical, and therapeutic objectives. Coordination with all stakeholders ensures coherence and generalization of acquired skills.
- Assess each child's cognitive profile before starting
- Define individualized and measurable objectives
- Choose suitable tools (traditional and/or digital)
- Train professionals in leading sessions
- Plan regular and appropriately timed sessions
- Alternate between individual and group formats
- Collect and analyze progress data
- Integrate the program into the overall personalized project
- Communicate regularly with families about progress
💡 Resources for Structures and Families
To support the implementation of the program, DYNSEO offers complementary resources. The guide for supporting autistic children and the guide for supporting autistic adults provide practical strategies that can be shared with families for continuity between home and structure.
Conclusion: a Program at the Service of Development
Implementing a cognitive stimulation program in IME or SESSAD requires a structured approach: needs assessment, tool selection, session organization, professional training, and progress monitoring. This rigor is the condition for the program's effectiveness.
Digital tools like COCO from DYNSEO facilitate this implementation by offering tailored activities, automated tracking, and intrinsic motivation for children. The PENSE/BOUGE alternation meets the regulatory needs of autistic children.
Beyond measurable cognitive gains, these programs contribute to the well-being of children by offering them rewarding activities where they can succeed. It is an investment that benefits everyone: children, families, and professionals.
