{"product_id":"long-term-memory-problems-in-children-and-adolescents-isbn-9780470438312","title":"Long-Term Memory Problems in Children and Adolescents","description":"\u003cp\u003e“This book\u003ci\u003e \u003c\/i\u003ewill 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.”\u003cbr\u003e— From the Foreword by\u003ci\u003e Daniel C. Miller, PhD, ABPP, ABSNP, NCSP\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAN INDISPENSABLE GUIDE THAT EXAMINES THE EFFECT OF LONG-TERM MEMORY FUNCTIONS ON CHILDREN’S LEARNING \u003c\/p\u003e\u003cp\u003e\u003ci\u003eLong-Term Memory Problems in Children and Adolescents: Assessment, Intervention, and Effective Instruction \u003c\/i\u003eis 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. \u003c\/p\u003e\u003cp\u003eThis useful and timely guide bridges theory and practice to provide professional guidance with coverage of: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eRisk factors that can lead to long-term memory impairments\u003c\/li\u003e \u003cli\u003eHow long-term memory relates to other types of memory\u003c\/li\u003e \u003cli\u003eThe subcomponents and processes of long-term memory and how they relate to academic achievement\u003c\/li\u003e \u003cli\u003eWhat is known about the neuroanatomy of how memories are formed\u003c\/li\u003e \u003cli\u003eThe developmental trajectory of memory and learning\u003c\/li\u003e \u003cli\u003eCommon types of memory dysfunction\u003c\/li\u003e \u003cli\u003eMemory assessment strategies, interventions for memory problems, and instructional practices that support memory\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eAuthor 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 to the results of the assessment.  Foreword Daniel C. Miller xi  \u003c\/p\u003e\u003cp\u003ePreface xiii\u003c\/p\u003e \u003cp\u003eAcknowledgments xvii\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 1 Introduction and Overview 1\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eMemory and Learning 4\u003c\/p\u003e \u003cp\u003eMemory Problems 6\u003c\/p\u003e \u003cp\u003eApplying Memory Research in the Classroom 8\u003c\/p\u003e \u003cp\u003eOverview of the Chapters 8\u003c\/p\u003e \u003cp\u003eLearning Objectives 10\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 2 Memory Systems and Processes 13\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Flow of Information 15\u003c\/p\u003e \u003cp\u003eSensory Memory 16\u003c\/p\u003e \u003cp\u003eShort-Term Memory 16\u003c\/p\u003e \u003cp\u003eWorking Memory 21\u003c\/p\u003e \u003cp\u003eLong-Term Memory Systems 27\u003c\/p\u003e \u003cp\u003eLong-Term Memory Processes 35\u003c\/p\u003e \u003cp\u003eForgetting 47\u003c\/p\u003e \u003cp\u003eInterference 49\u003c\/p\u003e \u003cp\u003eThe Organization of Memory 51\u003c\/p\u003e \u003cp\u003eImplications for Memory Assessment 53\u003c\/p\u003e \u003cp\u003eEducational and Training Implications 54\u003c\/p\u003e \u003cp\u003eMemory Fundamentals 54\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 3 Memory Neuroanatomy, Development, and Dysfunction 57\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Neuroanatomy of Memory 58\u003c\/p\u003e \u003cp\u003eShort-Term and Working Memory Structures 68\u003c\/p\u003e \u003cp\u003eNeurological Principles of Memory 71\u003c\/p\u003e \u003cp\u003eThe Development of Long-Term Memory 72\u003c\/p\u003e \u003cp\u003eDevelopment of Metamemory and Effective Strategies 75\u003c\/p\u003e \u003cp\u003eFundamentals of Memory Development 81\u003c\/p\u003e \u003cp\u003eRelated Cognitive Processes 82\u003c\/p\u003e \u003cp\u003eMemory Dysfunction 86\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 4 Risk Factors for Memory Impairments 91\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAcquired Brain Injury 94\u003c\/p\u003e \u003cp\u003eMedical Conditions 99\u003c\/p\u003e \u003cp\u003eDevelopmental Disorders 107\u003c\/p\u003e \u003cp\u003eMental Disorders 114\u003c\/p\u003e \u003cp\u003eSubstance Abuse 118\u003c\/p\u003e \u003cp\u003eFindings that Apply to All At-Risk Groups 125\u003c\/p\u003e \u003cp\u003eAssessment Implications 126\u003c\/p\u003e \u003cp\u003eImplications for Interventions and Classroom Instruction 127\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 5 Long-Term Memory Assessment Strategies 129\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eA Comprehensive Explicit Memory Assessment 130\u003c\/p\u003e \u003cp\u003ePlanning a Personalized Assessment 138\u003c\/p\u003e \u003cp\u003eCross-Battery and Selective Testing 142\u003c\/p\u003e \u003cp\u003eMemory Assessment Challenges 143\u003c\/p\u003e \u003cp\u003eCollecting Medical, Developmental, and Academic History 145\u003c\/p\u003e \u003cp\u003eInterviewing Teachers, Parents, and Students 146\u003c\/p\u003e \u003cp\u003eObservation 149\u003c\/p\u003e \u003cp\u003eAssessment of Metamemory and Strategy Development 152\u003c\/p\u003e \u003cp\u003eCollecting Classroom Examination Data 156\u003c\/p\u003e \u003cp\u003eGuidelines for Administering Standardized Memory Tests 157\u003c\/p\u003e \u003cp\u003eGeneral Guidelines for Interpretation of Test Results 159\u003c\/p\u003e \u003cp\u003eAnalysis of Memory Test Scores 163\u003c\/p\u003e \u003cp\u003eSpecific Guidelines for Interpretation of Memory Assessment Results 168\u003c\/p\u003e \u003cp\u003eCase Study 176\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 6 Assessing Long-Term Memory With Standardized Tests 179\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eCalifornia Verbal Learning Test—Children’s Version (CVLT-C) 180\u003c\/p\u003e \u003cp\u003eChildren’s Memory Scale (CMS) 184\u003c\/p\u003e \u003cp\u003eThe NEPSY II 187\u003c\/p\u003e \u003cp\u003eThe Rivermead Behavioural Memory Test for Children (RBMT-C) 190\u003c\/p\u003e \u003cp\u003eTest of Memory and Learning, Second Edition (TOMAL-2) 192\u003c\/p\u003e \u003cp\u003eWide Range Assessment of Memory and Learning, Second Edition (WRAML2) 196\u003c\/p\u003e \u003cp\u003eWechsler Memory Scale1-Fourth Edition (WMS1-IV) 200\u003c\/p\u003e \u003cp\u003eCognitive, Intellectual, and Achievement Batteries 205\u003c\/p\u003e \u003cp\u003eOther Scales With Long-Term Memory Measures 221\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 7 Interventions for Memory Problems 225\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eDesirable Outcomes for Memory Interventions 227\u003c\/p\u003e \u003cp\u003eFactors Related to Success 228\u003c\/p\u003e \u003cp\u003eConcerns About Memory Interventions 230\u003c\/p\u003e \u003cp\u003eSelecting and Designing Interventions 232\u003c\/p\u003e \u003cp\u003eSetting Goals and Measuring Progress 233\u003c\/p\u003e \u003cp\u003eGeneral Memory Strategy Training Recommendations 234\u003c\/p\u003e \u003cp\u003eMetamemory: The Cornerstone of the Intervention 235\u003c\/p\u003e \u003cp\u003eDemonstrating the Efficacy of Memory Strategies 239\u003c\/p\u003e \u003cp\u003ePromoting Generalization and Maintenance 241\u003c\/p\u003e \u003cp\u003eLength of Training 242\u003c\/p\u003e \u003cp\u003eMemory Strategies 242\u003c\/p\u003e \u003cp\u003eMnemonics 251\u003c\/p\u003e \u003cp\u003eComputerized Interventions 256\u003c\/p\u003e \u003cp\u003eHome Interventions 257\u003c\/p\u003e \u003cp\u003eExternal Memory Aids 258\u003c\/p\u003e \u003cp\u003ePsychopharmacological Treatments 260\u003c\/p\u003e \u003cp\u003eMemory Interventions for Traumatic Brain Injury 261\u003c\/p\u003e \u003cp\u003eInterventions for Other Disabled and At-Risk Populations 263\u003c\/p\u003e \u003cp\u003eMatching Interventions With Memory Deficits 263\u003c\/p\u003e \u003cp\u003eA Typical Intervention 268\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 8 Classroom Instruction That Supports Memory 271\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eThe Mnemonic Classroom 273\u003c\/p\u003e \u003cp\u003eMetamemory Instruction 275\u003c\/p\u003e \u003cp\u003eInstructional Practices That Enhance Memory 275\u003c\/p\u003e \u003cp\u003eStudy Skills That Enhance Memory 297\u003c\/p\u003e \u003cp\u003eInstructional Methods for Severe Memory Impairments 299\u003c\/p\u003e \u003cp\u003eAccommodations and Memory Aids 305\u003c\/p\u003e \u003cp\u003eTeaching Memory Strategies 306\u003c\/p\u003e \u003cp\u003eTeaching Mnemonics 306\u003c\/p\u003e \u003cp\u003eInstruction That Reduces Working Memory Load 308\u003c\/p\u003e \u003cp\u003eSummary: Long-Term Memory Principles and Recommendations for Educators 312\u003c\/p\u003e \u003cp\u003e\u003cb\u003eChapter 9 Case Studies and Recommendations 315\u003c\/b\u003e\u003c\/p\u003e \u003cp\u003eAssessment Case Study 315\u003c\/p\u003e \u003cp\u003eIntervention Case Studies 318\u003c\/p\u003e \u003cp\u003eIllustrative Report 327\u003c\/p\u003e \u003cp\u003eRecommendations for Future Research 332\u003c\/p\u003e \u003cp\u003eRecommendations for Memory Test Development 333\u003c\/p\u003e \u003cp\u003eAppendixA Memory Assessment Plan 335\u003c\/p\u003e \u003cp\u003eAppendix B Analysis of Memory Testing Results 337\u003c\/p\u003e \u003cp\u003eAppendixC Conversion Table: Scaled Scores to Standard Scores 339\u003c\/p\u003e \u003cp\u003eReferences 341\u003c\/p\u003e \u003cp\u003eIndex 377\u003c\/p\u003e \u003cp\u003e\u003cb\u003eMILTON J. DEHN,\u003c\/b\u003e E\u003csmall\u003eD\u003c\/small\u003eD, NCSP, is the cofounder and Program Director of Schoolhouse Tutoring\u003csup\u003e®\u003c\/sup\u003e, 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 \u003ci\u003eWorking Memory and Academic Learning: Assessment and Intervention \u003c\/i\u003eand \u003ci\u003eEssentials of Processing Assessment\u003c\/i\u003e, both published by Wiley.\u003c\/p\u003e   \u003cp\u003e“This book\u003ci\u003e \u003c\/i\u003ewill 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.”\u003cbr\u003e— From the Foreword by\u003ci\u003e Daniel C. Miller, PhD, ABPP, ABSNP, NCSP\u003c\/i\u003e\u003c\/p\u003e \u003cp\u003eAN INDISPENSABLE GUIDE THAT EXAMINES THE EFFECT OF LONG-TERM MEMORY FUNCTIONS ON CHILDREN’S LEARNING \u003c\/p\u003e\u003cp\u003e\u003ci\u003eLong-Term Memory Problems in Children and Adolescents: Assessment, Intervention, and Effective Instruction \u003c\/i\u003eis 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. \u003c\/p\u003e\u003cp\u003eThis useful and timely guide bridges theory and practice to provide professional guidance with coverage of: \u003c\/p\u003e\u003cul\u003e\n\u003cli\u003eRisk factors that can lead to long-term memory impairments\u003c\/li\u003e \u003cli\u003eHow long-term memory relates to other types of memory\u003c\/li\u003e \u003cli\u003eThe subcomponents and processes of long-term memory and how they relate to academic achievement\u003c\/li\u003e \u003cli\u003eWhat is known about the neuroanatomy of how memories are formed\u003c\/li\u003e \u003cli\u003eThe developmental trajectory of memory and learning\u003c\/li\u003e \u003cli\u003eCommon types of memory dysfunction\u003c\/li\u003e \u003cli\u003eMemory assessment strategies, interventions for memory problems, and instructional practices that support memory\u003c\/li\u003e\n\u003c\/ul\u003e \u003cp\u003eAuthor 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 to the results of the assessment.\u003c\/p\u003e","brand":"Wiley","offers":[{"title":"Default Title","offer_id":47989541503205,"sku":"NP9780470438312","price":65.95,"currency_code":"USD","in_stock":false}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/1842\/7735\/files\/9780470438312.jpg?v=1761784523","url":"https:\/\/k12savings.com\/products\/long-term-memory-problems-in-children-and-adolescents-isbn-9780470438312","provider":"K12savings","version":"1.0","type":"link"}