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<p>Series Preface xiii</p> <p>Acknowledgments xv</p> <p>One Working Memory Models 1</p> <p>Working Memory’s Influence 2</p> <p>Baddeley’s Working Memory Model 3</p> <p>Other Models of Working Memory 7</p> <p>The Controversy Regarding Working Memory Capacity 12</p> <p>Retention Intervals 15</p> <p>Cognitive LoadTheory 15</p> <p>The Integrated Model of Working Memory 16</p> <p>Two Cognitive Processes Highly Related With Working Memory 25</p> <p>General Intelligence 26</p> <p>Fluid Reasoning 28</p> <p>The Big Three 30</p> <p>Executive Functions 30</p> <p>Attention 31</p> <p>Attention-Deficit/Hyperactivity Disorder 32</p> <p>Oral Language 34</p> <p>Auditory Processing 35</p> <p>Phonological Processing 35</p> <p>Processing Speed 36</p> <p>Visual-Spatial Processing 37</p> <p>Sequential Processing 37</p> <p>Long-Term Memory 38</p> <p>Metamemory 42</p> <p>Strategies 43</p> <p>Three Development, Neuroanatomy, and Risk Factors 45</p> <p>Development of Working Memory 45</p> <p>Metamemory Development 50</p> <p>Long-Term Memory Development 51</p> <p>The Neuroanatomy of Working Memory 51</p> <p>The Neuroanatomy of Long-Term Memory 56</p> <p>Risk Factors for Working Memory Impairments 58</p> <p>Four Working Memory’s Influence on Academic Learning and Performance 64</p> <p>Working Memory and Classroom Learning 65</p> <p>Cognitive Load in the Classroom 66</p> <p>Working Memory and Basic Reading Skills 69</p> <p>Working Memory and Reading Comprehension 72</p> <p>Working Memory and Mathematics 75</p> <p>Working Memory and Written Expression 81</p> <p>Working Memory and Oral Language 82</p> <p>Working Memory and Scholastic Performance 84</p> <p>Working Memory and LD 85</p> <p>The Importance of Automaticity 89</p> <p>Implications for Assessment 90</p> <p>Conclusions 91</p> <p>Five Assessment Strategies 95</p> <p>How to Determine Which Working Memory Component a Subtest Measures 96</p> <p>Informal Assessment Procedures 102</p> <p>Assessing Interaction With Long-Term Memory 114</p> <p>Working Memory Testing 116</p> <p>Testing Related Cognitive Processes 122</p> <p>Analyzing Test Results 122</p> <p>Interpretation of Working Memory Assessment Data 132</p> <p>Specific Learning Disability Determination 137</p> <p>Memory Processes Analyzer 138</p> <p>Six Psychological ScalesThat Measure Working Memory 141</p> <p>Child and Adolescent Memory Profile (CHAMP) 143</p> <p>Cognitive Assessment System, Second Edition (CAS-II) 143</p> <p>Comprehensive Test of Phonological Processing, Second Edition (CTOPP2) 145</p> <p>Differential Ability Scales–Second Edition (DAS-II) 146</p> <p>Kaufman Assessment Battery for Children–Second Edition (KABC-II) 148</p> <p>The NEPSY II 149</p> <p>Stanford-Binet Intelligence Scales–Fifth Edition (SB5) 151</p> <p>Test of Auditory Processing Skills,Third Edition (TAPS-3) 152</p> <p>Test of Memory and Learning–Second Edition (TOMAL-2) 153</p> <p>The Wechsler Intelligence Scales 155</p> <p>WISC-IV Integrated 158</p> <p>WechslerMemory Scale, Fourth Edition (WMS-IV) 159</p> <p>Wide Range Assessment of Memory and Learning–Second Edition (WRAML2) 161</p> <p>Woodcock-Johnson IV Tests of Achievement (WJ IV ACH) 163</p> <p>Woodcock-Johnson IV Tests of Cognitive Abilities (WJ IV COG) 163</p> <p>Woodcock-Johnson IV Tests of Oral Language (WJ IV OL) 165</p> <p>Seven Working Memory Interventions That Change the Brain 168</p> <p>Types of Working Memory Interventions 169</p> <p>Selecting Working Memory Exercises and Strategies 169</p> <p>Measuring Progress 175</p> <p>Metamemory Training 177</p> <p>The Efficacy of Working Memory Training 177</p> <p>How Working Memory Training Changes the Brain 181</p> <p>Conclusions Regarding the Efficacy of Working Memory Training 183</p> <p>Internet-Based Working Memory Training 184</p> <p>Hands-On Working Memory Exercises 188</p> <p>Interventions That Improve Related Cognitive Processes 192</p> <p>Eight Supporting Working Memory in the Classroom 197</p> <p>The Mnemonic-Based Classroom 198</p> <p>Metamemory Instruction 200</p> <p>Instruction That Reduces Cognitive Load 201</p> <p>Accommodations and Modifications for Specific Academic Subjects 205</p> <p>General Accommodations 208</p> <p>Instructional Practices That Support Working Memory 209</p> <p>Teaching Working Memory Strategies 213</p> <p>Bypassing Working Memory by Using LTM Strategies 222</p> <p>Nine Case Study 225</p> <p>Working Memory Interpretation Section 225</p> <p>Case Study Assessment 227</p> <p>Example of a Written Interpretation 236</p> <p>Jon’s Interventions 241</p> <p>Appendix A Scaled Score to Standard Score Conversion Table With Percentiles 253</p> <p>Appendix B T-Score to Standard Score Conversion Table 256</p> <p>Appendix C Working Memory Composites and Subtests Sorted by Scale 259</p> <p>Annotated Bibliography 266</p> <p>References 269</p> <p>About the Author 303</p> <p>About the Online Resources 304</p> <p>Index 307</p>

<p><b>MILTON J. DEHN, Ed.D., NCSP,</b> is the cofounder and program director of Schoolhouse Tutoring^® and a former practicing school psychologist, associate professor, and director of a graduate training program in school psychology. He is the author of <i>Working Memory and Academic Learning, Long-Term Memory Problems in Children and Adolescents,</i> and <i>Essentials of Processing Assessment, Second Edition</i> all from Wiley.

<ul> <li>Provides step-by-step guidelines for organizing an assessment, selecting appropriate instruments, and interpreting results</li> <li>Expert advice on formulating individualized interventions and educational programming</li> <li>Conveniently formatted for rapid reference</li> </ul> <p><b>Enhance academic learning outcomes with accurate working memory assessment</b> <p><i>Essentials of Working Memory Assessment and Intervention</i> offers school psychologists, educators, and other professionals a practical guide for assessing working memory and providing appropriate interventions for children and adolescents. Designed as a comprehensive resource, the text contains the theories of working memory and includes guidelines that can help organize an effective cross-battery assessment, select the right instruments, interpret the results, and formulate individualized interventions and educational programming. In addition, the illustrative case studies explore working memory deficits found in children and adolescents with disabilities. Additional assessment and intervention resources—such as checklists, forms, and detailed directions—are available in the companion Online Resources. <p>Author Milton J. Dehn reviews the working memory strategies and exercises that can change the brain and includes information on various training options as well as interventions that improve cognitive processes. This step-by-step guide shows how to support working memory in the classroom and outlines approaches that can help reduce frustration and enhance academic performance in students with disabilities. <p><i>Essentials of Working Memory Assessment and Intervention</i> helps readers: <ul> <li>Understand the development and neuroanatomy of working memory</li> <li>Learn techniques for improving working memory in the classroom</li> <li>Evaluate strategies for brain-based working memory training</li> <li>Effectively use working memory assessment measures</li> </ul> <p>This hands-on resource provides the information, strategies, approaches, and tools for increasing cognitive functioning and helping students reach their potential.

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