A developmental framework for memory rehabilitation in children

Abstract

Memory difficulties in adults with acquired brain injuries have been reported in the literature for some time. In recent years, the consequences of memory difficulties from acquired and neurodevelopmental disorders in children have also been investigated. Initial studies have suggested that, like adults, children can experience severe and specific memory deficits. However, there are important developmental differences, both in terms of the nature of cognitive difficulties experienced, and the subsequent consequences for learning, educational attainment and everyday living. Despite the advances made in developmental memory studies, as yet, there appears to be scant literature to guide effective rehabilitation specifically targeted at children. As a starting point, it may be appropriate to consider adaptation of adult rehabilitation strategies to address memory problems in children. This paper describes some of the common principles and practices of adult rehabilitation strategies and then considers the validity of such strategies against developmental models of the memory system and child's learning environment. In particular, four important areas are highlighted: the development of normal memory functions in children, the range of cognitive deficits that can occur in a developing brain, the interaction of memory deficits with other immature cognitive skills and the context of the psycho-social environment in which rehabilitation may take place.

The Neuropsychological and Language Profile of Children with Benign Rolandic Epilepsy

“…We recommend that pediatricians ask about academic performance in comparison to that of peers, specifically in areas of prereading, reading, spelling, mathematics, and memory, and receive input from the teacher. Children with BRE should be followed up, as the impact of any difficulty may not be apparent early in the child's education (41) Formal assessments should evaluate phonologic awareness and memory, as overall intellectual and language ability may not reflect these difficulties. Training in phonemic awareness is beneficial to reading success (42).…”

Designing clinical interventions for children with specific memory disorders

“…First, the nature of children's memory difficulties can be qualitatively distinct from adult disorders [6,7]. Secondly, children may not have the necessary cognitive resources to impletnent such strategies [8][9][10], Thirdly, the paediatric context provides different obstacles and opportunities for the implementation of rehabilitation strategies [11]. Fourthly, a specific memory disorder early in life can have far greater implications for educational development and behavioural maturation compared to an acquired disorder in adulthood.…”

Differential cognitive development : a neuropsychological approach

“…We thus recommend using these tests to screen children whose preparatory reading and counting skills are below average. This method could help to identify children who are at risk for negative academic outcome and could thus allow for interventions at a young age (Sonuga- Barke, 2006;Wright & Limond, 2004). However, before implementing this, future research is necessary to determine the cut-off scores that are indicative for adverse academic outcome on the tests used.…”