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

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).

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

About the Author :
MILTON J. DEHN, EdD, NCSP, is the cofounder and Program Director of Schoolhouse Tutoring (R) , 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.