Wait…What??? Guiding Intervention Principles for Students With Verbal Working Memory Limitations Purpose The purpose of this clinical focus article is to present 5 guiding principles for the development of interventions for children with limited verbal working memory abilities. Method Summarizing and synthesizing previously reported theories and empirical data, we present a framework intended to guide working memory interventions. ... Clinical Focus
Clinical Focus  |   July 05, 2018
Wait…What??? Guiding Intervention Principles for Students With Verbal Working Memory Limitations
 
Author Affiliations & Notes
  • Bonnie D. Singer
    Architects For Learning, Needham Heights, MA
  • Anthony S. Bashir
    Lynch School of Education, Boston College, Chestnut Hill, MA
  • 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. ×
  • Correspondence to Bonnie Singer: singer@architectsforlearning.com
  • Editor-in-Chief: Shelley Gray
    Editor-in-Chief: Shelley Gray×
  • Editor: Ron Gillam
    Editor: Ron Gillam×
  • 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.×
Article Information
Clinical Forum: Working Memory in School-Age Children / Clinical Focus
Clinical Focus   |   July 05, 2018
Wait…What??? Guiding Intervention Principles for Students With Verbal Working Memory Limitations
Language, Speech, and Hearing Services in Schools, July 2018, Vol. 49, 449-462. doi:10.1044/2018_LSHSS-17-0101
History: Received September 21, 2017 , Revised March 1, 2018 , Accepted March 28, 2018
 
Language, Speech, and Hearing Services in Schools, July 2018, Vol. 49, 449-462. doi:10.1044/2018_LSHSS-17-0101
History: Received September 21, 2017; Revised March 1, 2018; Accepted March 28, 2018
Web of Science® Times Cited: 1

Purpose The purpose of this clinical focus article is to present 5 guiding principles for the development of interventions for children with limited verbal working memory abilities.

Method Summarizing and synthesizing previously reported theories and empirical data, we present a framework intended to guide working memory interventions.

Results Existing research and theory support a comprehensive, multidimensional treatment model that considers the knowledge and abilities of the student and the language-learning demands they face in the various contexts of a school day.

Conclusion The clinical framework for which we are advocating is one that embodies the characteristics of complex interventions—those made up of many individual components that work synchronously in conjunction with each other.

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