The Immediacy of Employing Psychometric Assessments and Interventions for Remediating Neurocognitive and Reading Deficits at...
Oct 1, 2025 | Views:2272 |
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Office of Research, Impact and Postgraduate Studies
presents
a Postgraduate Seminar titled
The Immediacy of Employing Psychometric Assessments and Interventions for Remediating Neurocognitive and Reading Deficits at the Form 1 Secondary Level of Education in Trinidad and Tobago
by Ms Michelle Wears-Browne
Neurocognitive factors essential for learning have been identified in the literature as Attention, Memory and Executive Functioning. Reading, academic and life success are all predicated upon optimal cognitive functioning while deficits impede student academic achievement, occupational and life outcomes. The research literature is clear on the significance of psychoeducational assessments in determining the nature and extent of learning deficits and academic challenges if students are to be successful within educational environments. These assessments serve as invaluable tools for school psychologists, educators and policymakers while providing profound insights into children's learning and behavioral profiles.
This study targeted post SEA students entering Form 1 scoring <35% in SEA during a critical period of adolescent neural plasticity. The key research question attempted to identify whether there were neurocognitive deficits in the population. The sample was assessed for neurocognitive functioning, deficits and risks factors, reading proficiency levels, key socioeconomic status (SES), health factors as well as Adverse Childhood Experiences (ACES). A Single Case Experimental Design (SCED), (N=60) was employed. A computer-based programme to assess the efficacy of cognitive training on cognitive functioning was used along with a research specific Literacy Intervention Program (LIP). Interventions were simultaneously conducted three days weekly over a ten-week period. Findings revealed that 52% of those sampled recorded 'Very High' risks for neurocognitive dysfunction while 85% was found to have significant deficits in reading at the Form 1 level.
This study will contribute to pedagogical and psychological practice at the secondary level in Trinidad and Tobago, and the Caribbean. It has targeted the population of pupils scoring <35% in SEA during the period of neural plasticity thereby providing a model for simultaneously identifying and remediating neurocognitive and reading deficits which impede normal academic progress and achievement levels. This study models methods for improvement of literacy outcomes in Form 1 through the application of an interdisciplinary approach.
Wednesday 1st October, 2025 at 1:00 p.m.
Ms Michelle Wears-Browne is is a trained psychologist and educator. Throughout her career in both the private and public sectors, she has contributed to impacting business outcomes through effective organisation, prioritisation, and execution of key projects. For the past fifteen (15) years, she has devoted her life to the holistic development of adolescents, planning and executing community outreach projects to strengthen stakeholder engagement within the educational environment.
In her roles as Adjunct Lecturer (Psychology), psychologist and secondary school teacher, this educator exercises a calculated and methodical approach to problem solving. She is independently motivated, while also appreciative of the importance of team efforts and collaboration within groups. A competent curriculum planner for classroom instruction, a student performance evaluator and behavior change specialist, Michelle is convinced that there are always solutions to problems if they are carefully analysed using both quantitative and qualitative approaches.
At this juncture, her work is focused on resolving one crisis in education in Trinidad and Tobago: that of systematically manipulating neurocognitive functioning in early adolescence for improvement of their reading levels at the lower secondary level.
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