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. 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.

• Publication year

  2018

• Venue

  Language, Speech & Hearing Services in Schools

• Publication date

  2018-07-05

• Fields of study

  Medicine, Education, Psychology

• Identifiers
  DOI 10.1044/2018_LSHSS-17-0101PMID 29978212
• External record

  Open on Semantic Scholar

• Source metadata

  Semantic Scholar, PubMed

• No claims are published for this paper.

• No concepts are published for this paper.

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