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.
