Teach skills that support memory such as identifying relevant information and organizing information, then progress to practical memory strategies that help clients function in daily living, including the classroom.
- Use memory strategies in daily life
- Develop memory support skills such as attention and association
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Written in the best-selling format of the HELP series, these lessons are known for their:
- high quality, timeless content
- goal-driven activities
- appeal to a broad age-range
- gradual increase in complexity within and between activities
- application to a wide range of developmental and acquired memory disorders
The lessons begin with the systematic development of a range of discrete, supportive skills that facilitate memory. Then, clients learn and practice a variety of memory strategies. The memory strategies are simple enough that clients can master several of them and develop a functional repertoire of memory aids.
The lessons are organized into these units:
Clients learn to zero in on the most important information rather than trying to process and recall everything in a statement or message. Activities consist of recalling specific words; identifying key elements and irrelevant elements in sentences, messages, and paragraphs; and prioritizing information to remember.
Coding and Grouping Items for Recall
Clients learn to organize incoming information so they can retrieve it efficiently. They associate items by pairs, categorize items, and group.
Using Aids to Remember
This section teaches a variety of practical memory aids for organizing and recalling different types of information. Strategies include chunking information, using acronyms, word lists, rhymes, catch phrases, and visual imagery. There are school related strategies such as note taking and the use of outlines, time lines, mapping, and webbing techniques.
Applying Memory Techniques
Clients practice using memory strategies in daily activities such as filling out forms, following directions, paraphrasing messages, and recalling information from picture scenes.
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The HELP books are all superior products that go the extra mile to help children with special needs. Thank you!
Mary Fratianni, Special Needs Coordinator
Port Jefferson Station, NY
- Intervention should address processing of varied types of information and in the context of varied activities and settings (e.g., ability to attend to, perceive, organize, and remember verbal and nonverbal information including social cues, reasoning, and problem solving) (ASHA, 2004).
- Children need to be systematic in their use of memory by developing learning plans for remembering information, especially before tests (Levine, 2002).
- Recall and recognition work best when used often. Memory strategies and learning plans need to be practiced and exercised regularly (Taylor-Goh, 2005).
- Therapy should include memory strategies to support and organize learning, such as recoding, paraphrasing, chunking, forming associations, writing down steps, and/or creating pictures in the mind (Taylor-Goh, 2005).
HELP for Memory incorporates these principles and is also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). (2004). Preferred practice patterns for the profession of speech-language pathology. Retrieved September 30, 2009, from www.asha.org/policy
Levine, M. (2002). A mind at a time. New York: Simon & Schuster.
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.