Pull the Andon Rope on Working Memory Capacity Interventions Until We Know More Purpose The purpose of this article is to discuss the current state of interventions for improving working memory (WM) capacity language and academic skills and to provide suggestions for speech-language pathologists working with students who have WM capacity limitations. Method Meta-analyses, systematic reviews, randomized controlled trials, and nonrandomized ... Clinical Focus
Clinical Focus  |   July 05, 2018
Pull the Andon Rope on Working Memory Capacity Interventions Until We Know More
 
Author Affiliations & Notes
  • Sandra Gillam
    Utah State University, Logan
  • Sarai Holbrook
    Utah State University, Logan
  • Jamie Mecham
    Utah State University, Logan
  • Daylene Weller
    Utah State University, Logan
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Publisher Note: This article is part of the Clinical Forum: Working Memory in School-Age Children.
    Publisher Note: This article is part of the Clinical Forum: Working Memory in School-Age Children.×
  • Correspondence to Sandra L. Gillam: sandi.gillam@usu.edu
  • Editor-in-Chief: Shelley Gray
    Editor-in-Chief: Shelley Gray×
Article Information
Clinical Forum: Working Memory in School-Age Children / Clinical Focus
Clinical Focus   |   July 05, 2018
Pull the Andon Rope on Working Memory Capacity Interventions Until We Know More
Language, Speech, and Hearing Services in Schools, July 2018, Vol. 49, 434-448. doi:10.1044/2018_LSHSS-17-0121
History: Received November 6, 2017 , Revised February 28, 2018 , Accepted March 20, 2018
 
Language, Speech, and Hearing Services in Schools, July 2018, Vol. 49, 434-448. doi:10.1044/2018_LSHSS-17-0121
History: Received November 6, 2017; Revised February 28, 2018; Accepted March 20, 2018

Purpose The purpose of this article is to discuss the current state of interventions for improving working memory (WM) capacity language and academic skills and to provide suggestions for speech-language pathologists working with students who have WM capacity limitations.

Method Meta-analyses, systematic reviews, randomized controlled trials, and nonrandomized comparison studies investigating the role of WM interventions for improving WM capacity language and academic skills are reviewed. Strategies for improving WM are discussed.

Results The use of interventions designed to improve WM capacity and other cognitive skills is currently not supported by the research. Direct WM interventions should be considered to be experimental at this time. Such interventions require further investigation before they are used regularly for children with developmental language disorders.

Discussion Clinicians and practitioners should look to already established interventions for improving how students with developmental language disorders utilize organizational strategies and other well-researched methods for improving their cognitive and academic functioning in functional contexts.

Acknowledgments
Some of the information contained in this article was funded through research supported in part by a grant from the Institute for Educational Sciences, National Center for Special Education Research (Award Number R324A100063).
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