Essentials of Working Memory Assessment and Intervention E-Book

• Herausgeber: John Wiley & Sons
• Kategorie: Fachliteratur
• Sprache: Englisch

Veröffentlichungsjahr: 2015

Beschreibung

Improve academic learning outcomes with accurate working memory assessment and evidence-based interventions

Essentials of Working Memory Assessment and Intervention is an accessible, practical guide to accurately and efficiently assessing working memory. This comprehensive resource explains the theories of working memory, with an emphasis on cognitive load theory, and provides step-by-step guidelines for organizing a cross-battery assessment, selecting appropriate instruments, interpreting results, and formulating individualized interventions and educational programming. In-depth case studies illustrate typical profiles found in children and adolescents with working memory deficits, and the companion CD features worksheets, testing charts, and other useful resources. Reader-friendly design elements including Rapid Reference, Caution, and Don't Forget boxes, and practice questions, bullet points, and icons make this guide useful for both study and desk reference.

Working memory deficits are the main reason why students with disabilities are unable to successfully respond to regular education interventions. Given the strong relationship between working memory and all areas of academic learning, a deeper understanding of working memory and the related assessments and interventions can facilitate greater achievement. This book helps readers:

• Understand the development and neuroanatomy of working memory
• Learn techniques for improving working memory in the classroom
• Examine strategies for brain-based working memory training
• Effectively utilize working memory assessment measures

By examining the critical functions of working memory and its relationship with specific learning disabilities, then providing strategies for assessment and detailed intervention guidance, this book helps educatorsand professionals guide their students and clients toward improved cognitive functioning, , reduced frustration, and improved academic performance . For those seeking a practical approach to working memory, Essentials of Working Memory Assessment and Intervention provides the tools and information they need.

Leseprobe

Table of Contents

Title Page

Copyright

Dedication

Series Preface

Acknowledgments

Chapter One: Working Memory Models

Working Memory's Influence

Baddeley's Working Memory Model

Other Models of Working Memory

The Controversy Regarding Working Memory Capacity

Retention Intervals

Cognitive Load Theory

The Integrated Model of Working Memory

Summary

Chapter Two: Cognitive Processes Highly Related With Working Memory

General Intelligence

Fluid Reasoning

The Big Three

Executive Functions

Attention

Attention-Deficit/Hyperactivity Disorder

Oral Language

Auditory Processing

Phonological Processing

Processing Speed

Visual-Spatial Processing

Sequential Processing

Long-Term Memory

Metamemory

Strategies

Chapter Three: Development, Neuroanatomy, and Risk Factors

Development of Working Memory

Metamemory Development

Long-Term Memory Development

The Neuroanatomy of Working Memory

The Neuroanatomy of Long-Term Memory

Risk Factors for Working Memory Impairments

Chapter Four: Working Memory's Influence on Academic Learning and Performance

Working Memory and Classroom Learning

Cognitive Load in the Classroom

Working Memory and Basic Reading Skills

Working Memory and Reading Comprehension

Working Memory and Mathematics

Working Memory and Written Expression

Working Memory and Oral Language

Working Memory and Scholastic Performance

Working Memory and LD

The Importance of Automaticity

Implications for Assessment

Conclusions

Chapter Five: Assessment Strategies

How to Determine Which Working Memory Component a Subtest Measures

Informal Assessment Procedures

Assessing Interaction With Long-Term Memory

Working Memory Testing

Testing Related Cognitive Processes

Analyzing Test Results

Interpretation of Working Memory Assessment Data

Specific Learning Disability Determination

Memory Processes Analyzer

Chapter Six: Psychological Scales That Measure Working Memory

Child and Adolescent Memory Profile (CHAMP)

Cognitive Assessment System, Second Edition (CAS-II)

Comprehensive Test of Phonological Processing, Second Edition (CTOPP2)

Differential Ability Scales–Second Edition (DAS-II)

Kaufman Assessment Battery for Children–Second Edition (KABC-II)

The NEPSY II

Stanford-Binet Intelligence Scales–Fifth Edition (SB5)

Test of Auditory Processing Skills, Third Edition (TAPS-3)

Test of Memory and Learning–Second Edition (TOMAL-2)

The Wechsler Intelligence Scales

WISC-IV Integrated

Wechsler Memory Scale, Fourth Edition (WMS-IV)

Wide Range Assessment of Memory and Learning–Second Edition (WRAML2)

Woodcock-Johnson IV Tests of Achievement (WJ IV ACH)

Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG)

Woodcock-Johnson IV Tests of Oral Language (WJ IV OL)

Chapter Seven: Working Memory Interventions That Change the Brain

Types of Working Memory Interventions

Selecting Working Memory Exercises and Strategies

Measuring Progress

Metamemory Training

The Efficacy of Working Memory Training

How Working Memory Training Changes the Brain

Conclusions Regarding the Efficacy of Working Memory Training

Internet-Based Working Memory Training

Hands-On Working Memory Exercises

Interventions That Improve Related Cognitive Processes

Chapter Eight: Supporting Working Memory in the Classroom

The Mnemonic-Based Classroom

Metamemory Instruction

Instruction That Reduces Cognitive Load

Accommodations and Modifications for Specific Academic Subjects

General Accommodations

Instructional Practices That Support Working Memory

Teaching Working Memory Strategies

Bypassing Working Memory by Using LTM Strategies

Chapter Nine: Case Study

Working Memory Interpretation Section

Case Study Assessment

Example of a Written Interpretation

Jon's Interventions

Appendix A: Scaled Score to Standard Score Conversion Table With Percentiles

Appendix B: T-Score to Standard Score Conversion Table

Appendix C: Working Memory Composites and Subtests Sorted by Scale

Annotated Bibliography

References

About the Author

About the Online Resources

Content Included in the Online Resources

Index

End User License Agreement

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Guide

Cover

Table of Contents

Series Preface

Begin Reading

List of Illustrations

Chapter One: Working Memory Models

Figure 1.1 Baddeley's Working Memory Model

Figure 1.2 Cowan's Embedded-Process Model

Figure 1.3 Integrated Model of Working Memory

Chapter Three: Development, Neuroanatomy, and Risk Factors

Figure 3.1 The Brain's Lobes

List of Tables

Appendix A: Scaled Score to Standard Score Conversion Table With Percentiles

Table A.1 Scaled Score to Standard Score Conversion With Percentiles

Appendix B: T-Score to Standard Score Conversion Table

Table B.1

T

-Score to Standard Score Conversion

Appendix C: Working Memory Composites and Subtests Sorted by Scale

Table C.1 Working Memory Composites and Subtests Sorted by Scale

*

Essentials of Psychological Assessment Series

Series Editors, Alan S. Kaufman and Nadeen L. Kaufman

Essentials of 16 PF® Assessment by Heather E.-P. Cattell and James M. Schuerger

Essentials of ADHD Assessment for Children and Adolescents by Elizabeth P. Sparrow and Drew Erhardt

Essentials of Assessment Report Writing by Elizabeth O. Lichtenberger, Nancy Mather, Nadeen L. Kaufman, and Alan S. Kaufman

Essentials of Assessment with Brief Intelligence Tests by Susan R. Homack and Cecil R. Reynolds

Essentials of Autism Spectrum Disorders Evaluation and Assessment by Celine A. Saulnier and Pamela E. Ventola

Essentials of Bayley Scales of Infant Development\endash II Assessment by Maureen M. Black and Kathleen Matula

Essentials of Behavioral Assessment by Michael C. Ramsay, Cecil R. Reynolds, and R. W. Kamphaus

Essentials of Career Interest Assessment by Jeffrey P. Prince and Lisa J. Heiser

Essentials of CAS Assessment by Jack A. Naglieri

Essentials of Cognitive Assessment with KAIT and Other Kaufman Measures by Elizabeth O. Lichtenberger, Debra Broadbooks, and Alan S. Kaufman

Essentials of Conners Behavior Assessments™ by Elizabeth P. Sparrow

Essentials of Creativity Assessment by James C. Kaufman, Jonathan A. Plucker, and John Baer

Essentials of Cross-Battery Assessment, Third Edition by Dawn P. Flanagan, Samuel O. Ortiz, and Vincent C. Alfonso

Essentials of DAS-II® Assessment by Ron Dumont, John O. Willis, and Colin D. Elliot

Essentials of Dyslexia Assessment and Intervention by Nancy Mather and Barbara J. Wendling

Essentials of Evidence-Based Academic Interventions by Barbara J. Wendling and Nancy Mather

Essentials of Executive Functions Assessment by George McCloskey and Lisa A. Perkins

Essentials of Forensic Psychological Assessment, Second Edition by Marc J. Ackerman

Essentials of IDEA for Assessment Professionals by Guy McBride, Ron Dumont, and John O. Willis

Essentials of Individual Achievement Assessment by Douglas K. Smith

Essentials of KABC-II Assessment by Alan S. Kaufman, Elizabeth O. Lichtenberger, Elaine Fletcher-Janzen, and Nadeen L. Kaufman

Essentials of Millon™ Inventories Assessment, Third Edition by Stephen Strack

Essentials of MMPI-A™ Assessment by Robert P. Archer and Radhika Krishnamurthy

Essentials of MMPI-2® Assessment, Second Edition by David S. Nichols

Essentials of Myers-Briggs Type Indicator® Assessment, Second Edition by Naomi Quenk

Essentials of NEPSY®,-II Assessment by Sally L. Kemp and Marit Korkman

Essentials of Neuropsychological Assessment, Second Edition by Nancy Hebben and William Milberg

Essentials of Nonverbal Assessment by Steve McCallum, Bruce Bracken, and John Wasserman

Essentials of PAI® Assessment by Leslie C. Morey

Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners edited by Jennifer T. Mascolo, Vincent C. Alfonso, and Dawn P. Flanagan

Essentials of Processing Assessment, Second Edition by Milton J. Dehn

Essentials of Response to Intervention by Amanda M. VanDerHeyden and Matthew K. Burns

Essentials of Rorschach® Assessment by Tara Rose, Nancy Kaser-Boyd, and Michael P. Maloney

Essentials of School Neuropsychological Assessment, Second Edition by Daniel C. Miller

Essentials of Specific Learning Disability Identification by Dawn Flanagan and Vincent C. Alfonso

Essentials of Stanford-Binet Intelligence Scales (SB5) Assessment by Gale H. Roid and R. Andrew Barram

Essentials of TAT and Other Storytelling Assessments, Second Edition by Hedwig Teglasi

Essentials of Temperament Assessment by Diana Joyce

Essentials of WAIS®,-IV Assessment, Second Edition by Elizabeth O. Lichtenberger and Alan S. Kaufman

Essentials of WIAT®,-III and KTEA-II Assessment by Elizabeth O. Lichtenberger and Kristina C. Breaux

Essentials of WISC®,-IV Assessment, Second Edition by Dawn P. Flanagan and Alan S. Kaufman

Essentials of WJ III™ Cognitive Abilities Assessment, Second Edition by Fredrick A. Schrank, Daniel C. Miller, Barbara J. Wendling, and Richard W. Woodcock

Essentials of WJ IV™ Tests of Achievement Assessment by Nancy Mather and Barbara J. Wendling

Essentials of WMS®,-IV Assessment by Lisa Whipple Drozdick, James A. Holdnack, and Robin C. Hilsabeck

Essentials of WNV™ Assessment by Kimberly A. Brunnert, Jack A. Naglieri, and Steven T. Hardy-Braz

Essentials of WPPSI™-IV Assessment by Susan Engi Raiford and Diane Coalson

Essentials of WRAML2 and TOMAL-2 Assessment by Wayne Adams and Cecil R. Reynolds

Essentials of Working Memory Assessment and Intervention

Milton J. Dehn

Copyright © 2015 by John Wiley & Sons, Inc. All rights reserved.

Published by John Wiley & Sons, Inc., Hoboken, New Jersey.

Published simultaneously in Canada.

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Library of Congress Cataloging-in-Publication Data:

Dehn, Milton J.

Essentials of working memory assessment and intervention / Milton J. Dehn.

pages cm

Includes bibliographical references and index.

ISBN 978-1-118-63813-2 (pbk.) – ISBN 978-1-118-70557-5 (epdf) – ISBN 978-1-118-87673-2 (epub)

1. Short-term memory. 2. Memory. I. Title.

BF378.S54D437 2015

153.1′3—dc23

Cover image: © Greg Kuchik/Getty Images

Cover design: Wiley

This book is printed on acid-free paper.

For Paula, my soulmate.

Series Preface

In the Essentials of Psychological Assessment series, we have attempted to provide the reader with books that will deliver key practical information in the most efficient and accessible style. Many books in the series feature specific instruments in a variety of domains, such as cognition, personality, education, and neuropsychology. Other books focus on crucial topics for professionals who are involved in any way with assessment—topics such as specific reading disabilities, evidence-based interventions, or ADHD assessment. For the experienced professional, books in the series offer a concise yet thorough review of a test instrument or a specific area of expertise, including numerous tips for best practices. Students can turn to series books for a clear and concise overview of the important assessment tools and key topics, in which they must become proficient to practice skillfully, efficiently, and ethically in their chosen fields.

Wherever feasible, visual cues highlighting key points are utilized alongside systematic, step-by-step guidelines. Chapters are focused and succinct. Topics are organized for an easy understanding of the essential material related to a particular test or topic. Theory and research are continually woven into the fabric of each book, but always to enhance the practical application of the material, rather than to sidetrack or overwhelm readers. With this series, we aim to challenge and assist readers interested in psychological assessment to aspire to the highest level of competency by arming them with the tools they need for knowledgeable, informed practice. We have long been advocates of “intelligent” testing—the notion that numbers are meaningless unless they are brought to life by the clinical acumen and expertise of examiners. Assessment must be used to make a difference in the child's or adult's life, or why bother to test? All books in the series—whether devoted to specific tests or general topics—are consistent with this credo. We want this series to help our readers, novice and veteran alike, to benefit from the intelligent assessment approaches of the authors of each book.

This volume provides practitioners with a framework for planning, conducting, and interpreting an assessment of working memory, as well as a review of evidence-based interventions for working memory. The selective, multi-battery assessment approach elucidates a challenging type of evaluation that requires the compilation of an assessment battery from different tests. Dr. Dehn, an expert in the areas of processing and memory assessment, sets the stage by proposing an integrated model of working memory for assessment and intervention purposes. Next, the relations between working memory and specific types of academic learning are reviewed. Through step-by-step guidelines and worksheets, Dehn walks the reader through planning an assessment and interpreting test results, including how to determine intra-individual strengths and weaknesses among working memory components. He then offers detailed information on subtests from cognitive and memory scales that can be used to measure working memory. Finally, Dehn provides details on working memory exercises, strategies, and accommodations that can be used during intervention. Additional assessment and intervention resources—such as checklists, forms, and detailed directions—are available in the online resources that accompany this book. It is our hope that the knowledge, insights, and practices gained from this volume will lead to more accurate diagnoses and more effective treatment for individuals who struggle with learning and memory.

Alan S. Kaufman, PhD, and Nadeen L. Kaufman, EdD, Series EditorsYale Child Study Center, Yale University School of Medicine

Acknowledgments

I wish to express my gratitude to three individuals who reviewed the manuscript and provided very helpful feedback from a practitioner's viewpoint. They are:

Kim Charnofsky, MS, who works as a school psychologist and mental health facilitator in California.

Janice Barron, EdD, who works as an educational diagnostician and speech therapist in Texas.

Silvia De La Riva, EdD, who works as a bilingual school psychologist in California.

Chapter OneWorking Memory Models

In their attempts to better understand the workings of the mind, psychologists develop explanatory models known as constructs. A hypothetical construct is inferred from data because it is not directly observable. For example, intelligence is a well-known and long-debated construct that cannot be directly observed or measured. This book is about working memory (WM), one of the most influential psychological constructs of the past 40 years. The behaviors associated with WM are measurable and real. However, the underlying construct associated with these behaviors remains hypothetical. Its exact nature, functioning, neurological structure, and even its name are still open to debate and refinement.

WM is the cognitive ability to briefly hold, maintain, or store information while processing the same or other information. Simply put, brief storage plus simultaneous cognitive processing equals WM. The brief storage aspect is commonly referred to as short-term memory (STM). Thus, the construct of WM includes STM, with WM having a supervisory role over the STM component (Baddeley, 1986). The supervisory role is just one of WM's executive functions. WM is complex; it has both cognitive and metacognitive dimensions (Dehn, 2014a).

Don't Forget

Working memory occurs whenever there is concurrent temporary storage and processing of information. Short-term memory provides the storage function. Thus, short-term memory is embedded within working memory. In this book, the term “working memory” includes short-term memory.

What makes WM so interesting and so influential is that it is very limited in humans, and these limitations have significant consequences for all sorts of human endeavors. Without keeping information refreshed in WM, it will be retained only for a few seconds. In the typical adult, only four to seven pieces of information can be maintained in WM during cognitive processing (Cowan, 2001).