Long-Term Memory Problems in Children and Adolescents

Milton J. Dehn 지음

Wiley 2010년 09월 03일 출간

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"This book will be a valuable resource for psychologists and educators who work with children or adolescents who are having difficulties with memory and learning. Translating theory and research into practice is a talent that Dr. Dehn possesses and we will benefit from his professional skills."- From the Foreword by Daniel C. Miller, PhD, ABPP, ABSNP, NCSPAn indispensable guide that examines the effect of long-term memory functions on children's learningLong-Term Memory Problems in Children and Adolescents: Assessment, Intervention, and Effective Instruction is the first book of its kind for psychologists, school psychologists, and special education teachers who need an overview of long-term memory as it relates to learning and education. It presents the best practices for assessing long-term memory functions, as well as selecting and using evidence-based instructional practices with memory-impaired students.This useful and timely guide bridges theory and practice to provide professional guidance with coverage of:Risk factors that can lead to long-term memory impairmentsHow long-term memory relates to other types of memoryThe subcomponents and processes of long-term memory and how they relate to academic achievementWhat is known about the neuroanatomy of how memories are formedThe developmental trajectory of memory and learningCommon types of memory dysfunctionMemory assessment strategies, interventions for memory problems, and instructional practices that support memoryAuthor Milton Dehn draws on his extensive experience as a trainer and workshop presenter, school psychologist, and educator to present both the theory and research on long-term memory in children and adolescents in this book. Specific step-by-step guidance and hands-on case studies enable professionals to identify how memory can be assessed as well as the interventions that can be linked t

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Foreword Daniel C. Miller xiPreface 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 Interpretat

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저자(글) Milton J. Dehn

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MILTON J. DEHN, EdD, NCSP, is the cofounder and Program Director of Schoolhouse Tutoring#174;, 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.