In the field of speech-language pathology, making data-driven decisions is crucial for creating positive outcomes for children. A recent study titled The Assessment of Verbal and Visuospatial Working Memory With School Age Canadian Children / Évaluation de la mémoire de travail verbale et visuospatiale chez des enfants canadiens d'âge scolaire provides valuable insights into working memory that can be leveraged to improve online therapy services provided by TinyEYE.
This study, conducted by Nadler and Archibald (2014), utilized the Automated Working Memory Assessment (AWMA) to measure verbal and visuospatial working memory in Canadian children aged 5 to 9. The findings supported a three-factor model of working memory, aligning with Baddeley and Hitch's (1974) tripartite model, which includes a central executive, a phonological loop, and a visuospatial sketchpad.
Here are some key takeaways from the study:
- Age-Related Improvements: Significant developmental increases in working memory capacity were observed across all measures.
- Domain-Specific and Domain-General Components: The study confirmed the existence of domain-specific storage components (phonological loop and visuospatial sketchpad) and a domain-general processing component (central executive).
- Cultural Differences: Canadian children scored higher on phonological short-term memory tasks compared to the UK normative sample, highlighting potential cultural influences on working memory.
Practitioners can implement these findings in several ways:
- Tailored Assessments: Use the AWMA to identify specific working memory deficits in children, which can guide individualized intervention plans.
- Focus on Developmental Stages: Recognize the age-related improvements in working memory and adjust therapy techniques accordingly.
- Cultural Sensitivity: Be aware of potential cultural differences in working memory performance and consider this when interpreting assessment results.
By incorporating these insights into online therapy services, practitioners can better address the unique working memory needs of children, leading to more effective interventions and improved outcomes.
To read the original research paper, please follow this link: The Assessment of Verbal and Visuospatial Working Memory With School Age Canadian Children / Évaluation de la mémoire de travail verbale et visuospatiale chez des enfants canadiens d'âge scolaire.
