Assessment and Treatment of Working Memory Deficits in School-Age Children: The Role of the Speech-Language Pathologist

Autor/inn/en	Boudreau, Donna; Costanza-Smith, Amy
Titel	Assessment and Treatment of Working Memory Deficits in School-Age Children: The Role of the Speech-Language Pathologist
Quelle	In: Language, Speech, and Hearing Services in Schools, 42 (2011) 2, S.152-166 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-1461
DOI	10.1044/0161-1461(2010/09-0088)
Schlagwörter	Evidence; Intervention; Language Impairments; Economically Disadvantaged; Academic Achievement; Speech Language Pathology; Short Term Memory; Language Acquisition; Allied Health Personnel; Elementary Secondary Education; Disabilities; Educational Strategies; Educational Environment + Suchen Sie Ihr Suchwort? Evidenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Schulleistung; Kurzzeitgedächtnis; Sprachaneignung; Spracherwerb; Handicap; Behinderung; Lehrstrategie; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Purpose: To review research addressing the relationship of working memory (WM) to language development and academic functioning and to consider the role of the speech-language pathologist (SLP) in assessment and intervention of WM difficulties in school-age children. Method: Aspects of WM critical to language acquisition and academic success are defined, and the importance of WM to language development and learning is discussed. Subsequently, strategies for assessing WM skills in children are presented. Following a discussion regarding the assessment of WM demands in the classroom, intervention strategies are provided. Results: Children with poor WM skills are likely to experience significant difficulty in academic settings. Evidence-based strategies for both reducing WM demands and improving functional WM skills are reviewed. Conclusion: Research to date has documented that children with language impairments frequently have poor WM skills. SLPs can support poor WM skills by considering both modifications to the environment and child-enacted knowledge and skills, which may serve to reduce the impact of poor WM skills on learning and academic success. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail: subscribe@asha.org; Web site: http://lshss.asha.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10