Assessment and Treatment of Working Memory Deficits in School-Aged Students

1. Assessment and Treatment of Working Memory Deficits in School-Aged Students

2. We discussed WM at the beginning of the ** semester • We’re coming back and going into more depth because it is so very crucial to success for LI children

3. Power Point Outline** • I. Introduction • II. Types of Memory • III. Assessment of WM Skills • IV. Intervention for Deficits in WM Skills • V. Targeting Phonological Awareness

4. I. Introduction** • Recent research: strong relationship between working memory (WM) and language development • WM affects the rate at which children learn new vocabulary, comprehend language, acquire literacy skills, and gain academic knowledge

5. Children’s WM skills when they enter school…

6. Fogle, 2019:

7. II. Types of Memory

8. Working memory:** • Temporary memory used in information processing WM is information that is in an active or accessible state and is used to complete some form of mental activity

9. Examples of WM:

10. I picture working memory like driving while you are listening to Siri after having looked at a map** • 1. Look at the google map and get the visual • 2. Drive and listen to Siri tell you what to do while retaining the visual google map in your head 

11. III. Assessment of WM Skills

12. Archibald, L.M.D. (2018). The reciprocal influences of working memory and linguistic knowledge on language performance: Considerations for the assessment of children with Developmental Language Disorder. Language, Speech, and Hearing Services in Schools, 49, 424-433.**

13. Archibald, 2018—to relate WM to the classroom setting, assess the child’s abilities in:

14. Archibald 2018—assess the child’s ability to retain words in mind while identifying common features

15. Archibald, 2018—CELF-5 subtests that address working memory as well as language:

16. IV. Intervention for Deficits in Working Memory Skills** • A. Modify the Environment to Reduce Demands on WM • We went over a lot of this in 143 • Repeat info, have visuals, slow down….what else? • Lists of required tasks, stop and have child summarize

17. Video of Jai • This student is being assessed for working memory • Celeste Roseberry youtube channel

18. B. Direct Intervention Techniques

19. There are some computerized programs:** • CogMed Working Memory Training • Fast ForWord Language

20. Some current researchers are recommending:

21. One study:** (cited in book) • Training 15 minutes a day 4 days a week over 7 months for Greek-speaking preschool children • Practiced diligently on repeating nonwords • Reading and WMs really improved

22. Kathy Kohnert and colleagues:

23. Roseberry’s Recommendation:** • Order Simon Trickster app for your iPad • Let the child play it as a reward 

24. Use instruments!

25. B. Other direct intervention techniques:

27. Here is an example of how to engage these ideas to memorize spelling words:** • Day 1: Read words in meaningful sentences • Day 2: Break words into chunks using magnetic letters • Day 3: Spell words aloud into a recorder using an animated, interesting voice. Play the recording back as you look at the words. Make a picture of each word in your brain, exaggerating its characteristics.

29. Singer, B.D., & Bashir, A. (2018, July) Language, Speech, and Hearing Services in Schools, 49, 449-462** • Our field is really beginning to question the use of computer programs that “build memory” • The very most current thinking is that use of decontextualized, computer-based treatment approaches to increase the verbal working memory capacity of children with SLI are not likely to transfer to authentic learning contexts

30. Singer & Bashir, 2018

31. Singer & Bashir 2018 use:

32. Singer & Bashir continued: • Students represent their thoughts visually with a visual schema or frame that develops over time as they actively process the information

33. Singer & Bashir, 2018

34. Much recent research also ties memory to phonological awareness • We will build on your prior knowledge of PA with some new research and hands-on activities

35. Einarsdottir, J.T., Bjornsdottir, A., & Simonardottir, I. (2016). The predictive value of preschool language assessments on academic achievement: A 10-year longitudinal study of Icelandic children. American Journal of Speech-Language Pathology, 25, 67-79.** [from 143] • Carried out a longitudinal study in Iceland with 267 Icelandic-speaking subjects

36. Einarsdottir et al. 2016: • Subjects had PA skills tested at 5 years old • Researchers contacted these Ss when they were 18-19 years old and asked if they could look at their records • They examined each subject’s scores in math and Icelandic in 4th, 7th, and 10th grade

37. Einardsdottir et al. 2016 found:

38. Power Point Outline • I. Introduction • II. Types of Memory • III. Assessment of WM Skills • IV. Intervention for Deficits in WM Skills • V. Targeting Phonological Awareness

39. Practical strategy from Dr. Carol Hammer, ASHA:** • We will make Elkonin boxes • Write 3-sound words on strips of paper • Start by having the child touch each phoneme with her finger as she moves along and sounds it out • Then, cut the strips into thirds so that you have individual letters • Play a game with a friend where you make new words • See how many words you can make! 