“This book will be a valuable resource for psychologists and educators who work with children or adolescents who are having difficulties with memory and learning. Translating theory and research into practice is a talent that Dr. Dehn possesses and we will benefit from his professional skills.”
— From the Foreword by Daniel C. Miller, PhD, ABPP, ABSNP, NCSP
AN INDISPENSABLE GUIDE THAT EXAMINES THE EFFECT OF LONG-TERM MEMORY FUNCTIONS ON CHILDREN’S LEARNING
Long-Term Memory Problems in Children and Adolescents: Assessment, Intervention, and Effective Instruction is the first book of its kind for psychologists, school psychologists, and special education teachers who need an overview of long-term memory as it relates to learning and education. It presents the best practices for assessing long-term memory functions, as well as selecting and using evidence-based instructional practices with memory-impaired students.
This useful and timely guide bridges theory and practice to provide professional guidance with coverage of:
- Risk factors that can lead to long-term memory impairments
- How long-term memory relates to other types of memory
- The subcomponents and processes of long-term memory and how they relate to academic achievement
- What is known about the neuroanatomy of how memories are formed
- The developmental trajectory of memory and learning
- Common types of memory dysfunction
- Memory assessment strategies, interventions for memory problems, and instructional practices that support memory
Author Milton Dehn draws on his extensive experience as a trainer and workshop presenter, school psychologist, and educator to present both the theory and research on long-term memory in children and adolescents in this book. Specific, step-by-step guidance and hands-on case studies enable professionals to identify how memory can be assessed as well as the interventions that can be linked to the results of the assessment.
Table of Contents:
Foreword Daniel C. Miller xi Preface xiii
Acknowledgments xvii
Chapter 1 Introduction and Overview 1
Memory and Learning 4
Memory Problems 6
Applying Memory Research in the Classroom 8
Overview of the Chapters 8
Learning Objectives 10
Chapter 2 Memory Systems and Processes 13
The Flow of Information 15
Sensory Memory 16
Short-Term Memory 16
Working Memory 21
Long-Term Memory Systems 27
Long-Term Memory Processes 35
Forgetting 47
Interference 49
The Organization of Memory 51
Implications for Memory Assessment 53
Educational and Training Implications 54
Memory Fundamentals 54
Chapter 3 Memory Neuroanatomy, Development, and Dysfunction 57
The Neuroanatomy of Memory 58
Short-Term and Working Memory Structures 68
Neurological Principles of Memory 71
The Development of Long-Term Memory 72
Development of Metamemory and Effective Strategies 75
Fundamentals of Memory Development 81
Related Cognitive Processes 82
Memory Dysfunction 86
Chapter 4 Risk Factors for Memory Impairments 91
Acquired Brain Injury 94
Medical Conditions 99
Developmental Disorders 107
Mental Disorders 114
Substance Abuse 118
Findings that Apply to All At-Risk Groups 125
Assessment Implications 126
Implications for Interventions and Classroom Instruction 127
Chapter 5 Long-Term Memory Assessment Strategies 129
A Comprehensive Explicit Memory Assessment 130
Planning a Personalized Assessment 138
Cross-Battery and Selective Testing 142
Memory Assessment Challenges 143
Collecting Medical, Developmental, and Academic History 145
Interviewing Teachers, Parents, and Students 146
Observation 149
Assessment of Metamemory and Strategy Development 152
Collecting Classroom Examination Data 156
Guidelines for Administering Standardized Memory Tests 157
General Guidelines for Interpretation of Test Results 159
Analysis of Memory Test Scores 163
Specific Guidelines for Interpretation of Memory Assessment Results 168
Case Study 176
Chapter 6 Assessing Long-Term Memory With Standardized Tests 179
California Verbal Learning Test—Children’s Version (CVLT-C) 180
Children’s Memory Scale (CMS) 184
The NEPSY II 187
The Rivermead Behavioural Memory Test for Children (RBMT-C) 190
Test of Memory and Learning, Second Edition (TOMAL-2) 192
Wide Range Assessment of Memory and Learning, Second Edition (WRAML2) 196
Wechsler Memory Scale1-Fourth Edition (WMS1-IV) 200
Cognitive, Intellectual, and Achievement Batteries 205
Other Scales With Long-Term Memory Measures 221
Chapter 7 Interventions for Memory Problems 225
Desirable Outcomes for Memory Interventions 227
Factors Related to Success 228
Concerns About Memory Interventions 230
Selecting and Designing Interventions 232
Setting Goals and Measuring Progress 233
General Memory Strategy Training Recommendations 234
Metamemory: The Cornerstone of the Intervention 235
Demonstrating the Efficacy of Memory Strategies 239
Promoting Generalization and Maintenance 241
Length of Training 242
Memory Strategies 242
Mnemonics 251
Computerized Interventions 256
Home Interventions 257
External Memory Aids 258
Psychopharmacological Treatments 260
Memory Interventions for Traumatic Brain Injury 261
Interventions for Other Disabled and At-Risk Populations 263
Matching Interventions With Memory Deficits 263
A Typical Intervention 268
Chapter 8 Classroom Instruction That Supports Memory 271
The Mnemonic Classroom 273
Metamemory Instruction 275
Instructional Practices That Enhance Memory 275
Study Skills That Enhance Memory 297
Instructional Methods for Severe Memory Impairments 299
Accommodations and Memory Aids 305
Teaching Memory Strategies 306
Teaching Mnemonics 306
Instruction That Reduces Working Memory Load 308
Summary: Long-Term Memory Principles and Recommendations for Educators 312
Chapter 9 Case Studies and Recommendations 315
Assessment Case Study 315
Intervention Case Studies 318
Illustrative Report 327
Recommendations for Future Research 332
Recommendations for Memory Test Development 333
AppendixA Memory Assessment Plan 335
Appendix B Analysis of Memory Testing Results 337
AppendixC Conversion Table: Scaled Scores to Standard Scores 339
References 341
Index 377
