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HELP® for Memory
Ages: 8-Adult   Grades: 3-Adult

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.  

Outcomes

  • 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:

Selecting Information
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.  

 

Copyright © 1996

Components
178 pages, IEP goals, answer key

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.

References

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.

Author(s)

Andrea M. Lazzari

Biography

Andrea M. Lazzari, Ed.D., is an assistant professor of special education at Virginia Commonwealth University in Richmond, Virginia.  She has worked as a speech-language pathologist in the public schools, in a community clinic, and in private practice.  She has also taught preschool students who have disabilities.

HELP for Memory is Andrea's eighteenth publication with LinguiSystems.  She is also the author of Just for Adults, HELP for Grammar, and The HELP Test Elementary and the co-author of HELP 1, HELP 2, HELP 3, HELP 4, HELP 5, HELP 1 & 2 Language Pictures, HELP 1 & 2 Language Game, HELP 3 & 4 Language Pictures, HELP 3 & 4 Language Game, HELP Elementary, HELP for Auditory Processing, HELP for Word Finding, Test Right, and 125 Ways to Be a Better Test Taker.

Introduction

Help for Memory is the third volume in the HELP for ... series.  As with the two previous volumes, HELP for Memory focuses on a specific area—memory strategies for organizing and retrieving information.

The goal of HELP for Memory is not necessarily to expand or improve an individual's memory but to provide a means of systematic training in memory strategies to aid in recall.  Because memory is such a broad-based process, the exercises within this volume encompass a range of discrete, supportive skills, such as attention, discrimination, categorization, and association.  A variety of tasks and stimulus items cover many different content areas.  The purpose of the exercises is not necessarily to enable the client to recall the specific content information from one session to the next, but rather to use the exercises as a means of acquiring memory strategies which the client can apply to daily life.

HELP for Memory targets the eight-year-old to adult population.  Stimulus items are arranged in order from the easiest to the most difficult whenever possible.  IEP goals are presented at the bottom of each page to further explain the individual tasks as well as to assist in writing goals.  Carryover activities to expand and reinforce individual tasks and to help integrate therapy objectives into the classroom and everyday life situations are presented at the end of the book.

The following guidelines are offered for effective use of the tasks in HELP for Memory:

  1. As with all HELP volumes, clinician discretion is essential in selecting and modifying tasks to best meet each client's individual needs and to build on his or her strengths.  Since individual approaches to organizing and recalling information vary, some strategies will prove more helpful to each client than others.  Work with each client to decide which strategies are the most helpful. 
  2. Many of the tasks are intended to be presented and carried out as oral tasks.  For this reason, space for written responses is not provided with every task.
  3. Use the Answer Key with caution, accepting other logical responses as correct where appropriate.
  4. As recommended in the section introductions, many of the tasks are intended to be presented in one session with recall of the task or strategy carried over to the end of the session or to subsequent sections.
  5. Strive to make the recall process intentional.  Make your client aware of which strategies seem to be the most helpful, matching the strategies to the demands for recall the client is likely to encounter on a daily basis.  For example, the strategies most helpful to a student who must frequently learn and recall information for tests might be different from those most helpful to an adult whose primary memory needs focus on activities of daily living.
  6. Strive to achieve carryover of memory strategies to the environment outside of the therapy setting by sharing the strategies with family members, teachers, and other rehabilitation team members.  Ask for feedback on which strategies are the most successful in real-life situations and on those contexts in which recall seems the most difficult.

I hope that HELP for Memory will serve as another useful tool for you to combine with your professional expertise, enabling your clients to strengthen and expand their repertories of helpful memory strategies.  Perhaps it will also help you in remembering and carrying out the many responsibilities of your personal and professional lives!

Andrea