{"product_id":"long-term-memory-problems-in-children-and-adolescents-assessment-intervention-and-effective-instruction-paperback-softback-9780470438312","title":"Long-Term Memory Problems in Children and Adolescents; Assessment, Intervention, and Effective Instruction (Paperback \/ softback) 9780470438312","description":"\u003cfont face=\"Georgia\"\u003e\r\n\u003cp\u003e\u003cfont size=\"6\"\u003eLong-Term Memory Problems in Children and Adolescents\u003c\/font\u003e\u003cbr\u003e\r\n\u003cfont size=\"5\"\u003eAssessment, Intervention, and Effective Instruction\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\u003cp\u003e\u003cfont size=\"4\"\u003eMilton J. Dehn (Author)\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e9780470438312, Wiley\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003ePaperback \/ softback, published 20 August 2010\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003e416 pages\u003cbr\u003e23.4 x 18.8 x 2.3 cm, 0.59 kg\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\r\n\r\n\r\n\u003cp align=\"justify\"\u003e\u003cstrong\u003e\u003cfont size=\"3\"\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\n\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\n\u003cp\u003eThis useful and timely guide bridges theory and practice to provide professional guidance with coverage of: \u003c\/p\u003e\n\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\u003c\/font\u003e\u003c\/strong\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eForeword Daniel C. Miller xi  \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\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\u003cp\u003e\u003cfont size=\"3\"\u003eSubject Areas: Psychology [\u003ca title=\"See our other books on Psychology\" href=\"https:\/\/freshlyprintedbooks.co.uk\/search?q=%22Psychology%20%5BJM%5D%22\"\u003eJM\u003c\/a\u003e]\u003c\/font\u003e\u003c\/p\u003e\r\n\r\n\r\n\u003c\/font\u003e","brand":"Wiley","offers":[{"title":"Brand 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