At Brilliant Minds Psychology we use The Children's Memory Scale™ (CMS) in order to provide a comprehenisve learning and memory test for children up to 16 years of age. This is often combined with a cognitive assessment using the WISC-IV and othertimes combined with an academic achievement test (WIAT-11).
Why Assess Memory?
- Memory plays a vital role in assessing learning disabilities and attention deficit disorders
- Testing Memory helps to plan remediation and intervention strategies for school and clinical settings
CMS measures learning in a variety of memory dimensions:
- Attention and working memory
- Verbal and visual memory
- Short- and long-delay memory
- Recall and recognition
- Learning characteristics
Characteristics of children with poor working memory
incomplete recall, such as forgetting some or all of the words in a sentence, or of a sequence of words
failing to follow instructions, including remembering only the part of a sequence of instructions, or forgetting the content of an instruction
place-keeping errors – for example, repeating and/or skipping letters and words during sentence writing, missing out large chunks of a task
task abandonment – the child gives up a task completely (can lead to neg. self esteem, learned hopelessness)
Poor academic progress
Problems combining processing with storage
Teachers say: short attention span and highly distractible
Learning difficulties can occur because memory loads of learning activities can be too high, leading to task incompletion/failure, and lost learning opportunities. Awareness of memory difficulties, especially short term memory can put in place an intervention to minimise learning difficulties by reducing working memory overload!!!
A full assessment will provide recommendations and strategies for your child in the school and home environment.
Some strategies for Working Memory Difficulties are noted below. (Gathercole and Alloway)
- Advise teachers to break down tasks and instructions into smaller components.
- Prompt kids with regular reminders of what they need to do next to finish a task.
- Teaching children to ask questions
- Ask children to repeat key information back.
-Special training in the use of memory aids--like note-taking.