Long-Term Memory Problems in Children and Adolescents Assessment, Intervention, and Effective Instruction

by Dehn, Milton J.

• ISBN13: 9780470438312
• ISBN10: 0470438312
• Edition: 1st
• Format: Paperback
• Copyright: 2010-08-02
• Publisher: Wiley

Summary

Under federal and state mandates, schools must provide effective instruction and intervention for students who struggle with academic learning. The first book of its kind for psychologists, school psychologists, and special education teachers, Long-Term Memory Problems in Children and Adolescents provides education professionals with information about the impact of long-term memory on children's learning. This book offers guidance on the assessment tools, intervention programs, and effective instruction programs for use with students experiencing long-term memory impairments. School psychologists can use this book as companion to Working Memory and Academic Learning (ISBN 978-0-470-14419-0).

Author Biography

MILTON J. DEHN, EdD, NCSP, is the cofounder and Program Director of Schoolhouse Tutoring^®, an agency that provides assessment, tutoring, and instructional support for students of all ages and abilities. Formerly a practicing school psychologist, associate professor and director of a graduate training program in school psychology, he is also author of Working Memory and Academic Learning: Assessment and Intervention and Essentials of Processing Assessment, both published by Wiley.

Table of Contents

Foreword	p. xi
Preface	p. xiii
Acknowledgments	p. xvii
Introduction and Overview	p. 1
Memory and Learning	p. 4
Memory Problems	p. 6
Applying Memory Research in the Classroom	p. 8
Overview of the Chapters	p. 8
Learning Objectives	p. 10
Memory Systems and Processes	p. 13
The Flow of Information	p. 15
Sensory Memory	p. 16
Short-Term Memory	p. 16
Working Memory	p. 21
Long-Term Memory Systems	p. 27
Long-Term Memory Processes	p. 35
Forgetting	p. 47
Interference	p. 49
The Organization of Memory	p. 51
Implications for Memory Assessment	p. 53
Educational and Training Implications	p. 54
Memory Fundamentals	p. 54
Memory Neuroanatomy, Development, and Dysfunction	p. 57
The Neuroanatomy of Memory	p. 58
Short-Term and Working Memory Structures	p. 68
Neurological Principles of Memory	p. 71
The Development of Long-Term Memory	p. 72
Development of Metamemory and Effective Strategies	p. 75
Fundamentals of Memory Development	p. 81
Related Cognitive Processes	p. 82
Memory Dysfunction	p. 86
Risk Factors for Memory Impairments	p. 91
Acquired Brain Injury	p. 94
Medical Conditions	p. 99
Developmental Disorders	p. 107
Mental Disorders	p. 114
Substance Abuse	p. 118
Findings that Apply to All At-Risk Groups	p. 125
Assessment Implications	p. 126
Implications for Interventions and Classroom Instruction	p. 127
Long-Term Memory Assessment Strategies	p. 129
A Comprehensive Explicit Memory Assessment	p. 130
Planning a Personalized Assessment	p. 138
Cross-Battery and Selective Testing	p. 142
Memory Assessment Challenges	p. 143
Collecting Medical, Developmental, and Academic History	p. 145
Interviewing Teachers, Parents, and Students	p. 146
Observation	p. 149
Assessment of Metamemory and Strategy Development	p. 152
Collecting Classroom Examination Data	p. 156
Guidelines for Administering Standardized Memory Tests	p. 157
General Guidelines for Interpretation of Test Results	p. 159
Analysis of Memory Test Scores	p. 163
Specific Guidelines for Interpretation of Memory Assessment Results	p. 168
Case Study	p. 176
Assessing Long-Term Memory with Standardized Tests	p. 179
California Verbal Learning Test-Children's Version (CVLT-C)	p. 180
Children's Memory Scale (CMS)	p. 184
The NEPSY II	p. 187
The Rivermead Behavioural Memory Test for Children (RBMT-C)	p. 190
Test of Memory and Learning, Second Edition (TOMAL-2)	p. 192
Wide Range Assessment of Memory and Learning, Second Edition (WRAML2)	p. 196
Wechsler Memory Scale®-Fourth Edition (WMS®-IV)	p. 200
Cognitive, Intellectual, and Achievement Batteries	p. 205
Other Scales with Long-Term Memory Measures	p. 221
Interventions for Memory Problems	p. 225
Desirable Outcomes for Memory Interventions	p. 227
Factors Related to Success	p. 228
Concerns About Memory Interventions	p. 230
Selecting and Designing Interventions	p. 232
Setting Goals and Measuring Progress	p. 233
General Memory Strategy Training Recommendations	p. 234
Metamemory: The Cornerstone of the Intervention	p. 235
Demonstrating the Efficacy of Memory Strategies	p. 239
Promoting Generalization and Maintenance	p. 241
Length of Training	p. 242
Memory Strategies	p. 242
Mnemonics	p. 251
Computerized Interventions	p. 256
Home Interventions	p. 257
External Memory Aids	p. 258
Psychopharmacological Treatments	p. 260
Memory Interventions for Traumatic Brain Injury	p. 261
Interventions for Other Disabled and At-Risk Populations	p. 263
Matching Interventions with Memory Deficits	p. 263
A Typical Intervention	p. 268
Classroom Instruction That Supports Memory	p. 271
The Mnemonic Classroom	p. 273
Metamemory Instruction	p. 275
Instructional Practices That Enhance Memory	p. 275
Study Skills That Enhance Memory	p. 297
Instructional Methods for Severe Memory Impairments	p. 299
Accommodations and Memory Aids	p. 305
Teaching Memory Strategies	p. 306
Teaching Mnemonics	p. 306
Instruction That Reduces Working Memory Load	p. 308
Summary: Long-Term Memory Principles and Recommendations for Educators	p. 312
Case Studies and Recommendations	p. 315
Assessment Case Study	p. 315
Intervention Case Studies	p. 318
Illustrative Report	p. 327
Recommendations for Future Research	p. 332
Recommendations for Memory Test Development	p. 333
Memory Assessment Plan	p. 335
Analysis of Memory Testing Results	p. 337
Conversion Table: Scaled Scores to Standard Scores	p. 339
References	p. 341
Index	p. 377
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