Long-Term Memory Problems in Children and Adolescents

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.

• Foreword Daniel C. Miller xi Preface xiiiAcknowledgments xviiChapter 1 Introduction and Overview 1Memory and Learning 4Memory Problems 6Applying Memory Research in the Classroom 8Overview of the Chapters 8Learning Objectives 10Chapter 2 Memory Systems and Processes 13The Flow of Information 15Sensory Memory 16Short-Term Memory 16Working Memory 21Long-Term Memory Systems 27Long-Term Memory Processes 35Forgetting 47Interference 49The Organization of Memory 51Implications for Memory Assessment 53Educational and Training Implications 54Memory Fundamentals 54Chapter 3 Memory Neuroanatomy, Development, and Dysfunction 57The Neuroanatomy of Memory 58Short-Term and Working Memory Structures 68Neurological Principles of Memory 71The Development of Long-Term Memory 72Development of Metamemory and Effective Strategies 75Fundamentals of Memory Development 81Related Cognitive Processes 82Memory Dysfunction 86Chapter 4 Risk Factors for Memory Impairments 91Acquired Brain Injury 94Medical Conditions 99Developmental Disorders 107Mental Disorders 114Substance Abuse 118Findings that Apply to All At-Risk Groups 125Assessment Implications 126Implications for Interventions and Classroom Instruction 127Chapter 5 Long-Term Memory Assessment Strategies 129A Comprehensive Explicit Memory Assessment 130Planning a Personalized Assessment 138Cross-Battery and Selective Testing 142Memory Assessment Challenges 143Collecting Medical, Developmental, and Academic History 145Interviewing Teachers, Parents, and Students 146Observation 149Assessment of Metamemory and Strategy Development 152Collecting Classroom Examination Data 156Guidelines for Administering Standardized Memory Tests 157General Guidelines for Interpretation of Test Results 159Analysis of Memory Test Scores 163Specific Guidelines for Interpretation of Memory Assessment Results 168Case Study 176Chapter 6 Assessing Long-Term Memory With Standardized Tests 179California Verbal Learning Test—Children’s Version (CVLT-C) 180Children’s Memory Scale (CMS) 184The NEPSY II 187The Rivermead Behavioural Memory Test for Children (RBMT-C) 190Test of Memory and Learning, Second Edition (TOMAL-2) 192Wide Range Assessment of Memory and Learning, Second Edition (WRAML2) 196Wechsler Memory Scale1-Fourth Edition (WMS1-IV) 200Cognitive, Intellectual, and Achievement Batteries 205Other Scales With Long-Term Memory Measures 221Chapter 7 Interventions for Memory Problems 225Desirable Outcomes for Memory Interventions 227Factors Related to Success 228Concerns About Memory Interventions 230Selecting and Designing Interventions 232Setting Goals and Measuring Progress 233General Memory Strategy Training Recommendations 234Metamemory: The Cornerstone of the Intervention 235Demonstrating the Efficacy of Memory Strategies 239Promoting Generalization and Maintenance 241Length of Training 242Memory Strategies 242Mnemonics 251Computerized Interventions 256Home Interventions 257External Memory Aids 258Psychopharmacological Treatments 260Memory Interventions for Traumatic Brain Injury 261Interventions for Other Disabled and At-Risk Populations 263Matching Interventions With Memory Deficits 263A Typical Intervention 268Chapter 8 Classroom Instruction That Supports Memory 271The Mnemonic Classroom 273Metamemory Instruction 275Instructional Practices That Enhance Memory 275Study Skills That Enhance Memory 297Instructional Methods for Severe Memory Impairments 299Accommodations and Memory Aids 305Teaching Memory Strategies 306Teaching Mnemonics 306Instruction That Reduces Working Memory Load 308Summary: Long-Term Memory Principles and Recommendations for Educators 312Chapter 9 Case Studies and Recommendations 315Assessment Case Study 315Intervention Case Studies 318Illustrative Report 327Recommendations for Future Research 332Recommendations for Memory Test Development 333AppendixA Memory Assessment Plan 335Appendix B Analysis of Memory Testing Results 337AppendixC Conversion Table: Scaled Scores to Standard Scores 339References 341Index 377