Designing clinical interventions for children with specific memory disorders

Rankin, Peter M.; Hood, Jane

doi:10.1080/13638490400022436

Cited by 11 publications

(4 citation statements)

References 33 publications

(34 reference statements)

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“…This is important to remember in clinical work, which needs to focus on semantic (often neglected) as well as episodic memory in children with temporal lobe epilepsy; both types of impairments are likely to impact adversely adaptive living skills, communication, and academic achievement (Jambaqué et al, 2007; Smith et al, 2006). It has been pointed out that to maximize efficacy, rehabilitation programs need to match a specific type of memory impairment (Rankin & Hood, 2005).…”

Section: Discussionmentioning

confidence: 99%

One declarative memory system or two? The relationship between episodic and semantic memory in children with temporal lobe epilepsy.

Smith¹,

Lah²

2011

Neuropsychology

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Section: Discussionmentioning

confidence: 99%

One declarative memory system or two? The relationship between episodic and semantic memory in children with temporal lobe epilepsy.

Smith¹,

Lah²

2011

Neuropsychology

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“…Repetition ensures ample opportunities to store key information in memory. In addition, the use of "chunking" information, such as summarizing key content or asking students to summarize at varied points along the way, helps to reduce WM demands (Rankin & Hood, 2005). Children with poor WM often experience task failures after beginning a task, which may be a function of WM overload.…”

Section: Classroom Modifications and Supportsmentioning

confidence: 99%

Interventions for Students With Working Memory Deficits

Westby¹

2011

Word of Mouth

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A number of articles I have reviewed in Word of Mouth in recent years have discussed the role of working memory (WM) in a variety of language and learning disabilities. Deficits in WM are implicated in many of the social and academic difficulties exhibited by students with language learning disabilities. Researchers and clinicians are asking (a) if we can modify a person's WM capacity and (b) whether changes in WM skills will result in improved language abilities or academic performance. A few intervention studies have attempted to train WM skills in persons with traumatic brain injury and school-age children with attentiondeficit/hyperactivity disorder. At this time there are no data available that indicate training of students with language impairments can result in increases in WM capacity. Although educators and speech-language pathologists (SLPs) do not have programs to train WM abilities directly, there are a number of other ways they can support students with WM difficulties affecting academic performance. The goals of such efforts are to reduce demands in those contexts in which it is believed that WM limitations are affecting performance, while at the same time improving the efficiency with which children use their available resources and capacity. Boudreau and Costanza-Smith discuss strategies for modifying the environment as well as ideas for addressing child-specific knowledge, skills, and strategies as ways to reduce WM demands. Identify WM Demands of the ClassroomClassroom and discourse practices. A first step for the SLP is to observe the classroom and analyze the WM demands of both classroom discourse and assignments. Some types of instructional activities place greater WM demands on children. WM demands are greater when instructions are lengthy and do not reflect a routine activity of the classroom, when students must complete demanding activities that include storage and processing of information, and when students must engage in any writing task that requires them to generate content.Instructional materials. SLPs should also consider the WM demands within classroom texts. In early elementary school, the ability to comprehend and construct oral and written stories comprises a substantial component of classroom expectations. Complex narratives place a greater demand on children than simple narratives do. Analyses of the complexity of stories used in the curriculum, such as the difficulty of vocabulary and syntax, the number of episodes included, and the intricacies of interaction of characters, will provide insight into the level of WM demand these texts place on a child. Expository texts typically require more WM than narrative texts because of their less familiar vocabulary and concepts and more complex syntactic patterns. Because children must contribute a great deal of mental resources to the comprehension of vocabulary and syntactic forms in expository texts, they have fewer WM resources available to integrate the content information with previous information to create new knowledge or learn...

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“…External supports such as pagers providing reminders (van't Hooft et al, 2007;Wilson & Moffat, 1992;Wilson, Emslie, Quirk, Evans, & Watson, 2005) and electronic organisers (DePompei et al, 2008;Gillette & DePompei, 2004) may help children to achieve better functional memory. Lower-tech supports are suggested by Rankin and Hood (2005), such as visual timetables and stickers to highlight important environmental elements.…”

Section: External Cognitive Supportsmentioning

confidence: 99%