Fetal Alcohol Spectrum Disorder

Instructional Strategy 3 Teaching and Practicing Memory Strategies “A key area of weakness in individuals with FASD is working memory” (Loomes et al., 2008, p.113). “Working memory is a flexible mental workspace that can be used to support cognitive activities that require storage and processing” (Loomes et al., 2008, p.114).

Why I Chose Retrieval Strategies? Children with FASD have greater difficulty with free recall of information. Free recall of information involves the utilization of retrieval strategies = memory strategies (Kodituwakkup, 2009). As educators, we want “learners to be able to organize, store, and retrieve knowledge and skills” (Banikowski, 1991, p.1). Working memory is “where we try to make sense of a lecture, understand a textbook passage, or solve a problem” (Banikowski, 1999, p.3).

“Teaching children strategies for remember information can strengthen working memory.” (Rasmussen & Bisanz, 2011, p.189)

What Memory Difficulties May Look Like Unable to remember colours and shapes despite repeated instruction Unable to recall information for tests despite extensive studying Have problems recalling facts and procedures, such as number facts or steps to long division (Alberta Learning, 2004, p.89)

Lack Of Research in Regards to FASD “There is a disturbingly small amount of intervention research in FASD and most interventions use generic methods and strategies that are not specifically geared toward the special cognitive characteristics of children with FASD” (Rasmussen & Bisanz, 2011, p.184).

Verbal Rehearsal Study 2008 (Loomes et al., 2008) 33 children with FASD ages 4-11 completed digit span tasks (three sessions spread out over time). Experimental group (received rehearsal training such as lip movements, whispering, repeatedly saying the stimuli) Control group (did not receive rehearsal training) Result: verbal rehearsal training supports memory

Rehearsal “Rehearsal acts to maintain information in working memory and functions as a storage device” (Loomes et al., 2008, p.114). This is an easy strategy to use because it is “less demanding of resources than other strategies and directs attention to the important information while limiting intrusions” (Loomes et al., 2008, p.115). Rehearsal is a strategy suggested by Alberta Learning as well (2004).

Rehearsal Types 1.“Maintenance rehearsal involves repeating information in your mind. It is useful for retaining something you plan to use and then forget.” 2.“Elaborative rehearsal involves connecting the information you are trying to remember with something you already know, with information from long-term memory.” (Banikowski, 1999, p.3)

Does Working Memory (WM) Training Work? “Increased use of rehearsal over the course of childhood corresponds with increases in memory recall” (Morrison & Chein, 2010, p.48). “Both children and adults could improve WM task performance through use and practice with an articulatory rehearsal strategy” (Morrison & Chein, 2010, p.48).

Memory Strategies in the Classroom Think-Pair-Share: rehearse information by themselves, verbally share key points with other student, verbally share with entire class Say information out loud, say information to oneself Chunking: grouping individual bits of information into larger units that “make sense” and are “meaningful” to the students (Banikowski, 1999)

Memory Strategies in the Classroom “Teach and practice other memory strategies such as… rhymes, limericks, songs, movement and patterns.” “Music and physical routines linked to fact learning can help students memorize faster and act as a cue for retrieving specific information.” For older students, teach study skill strategies for taking notes and preparing for tests.” (Alberta Learning, 2004, p. 91)

Memory Strategies in the Classroom Creating analogies Paraphrasing Summarizing Mnemonics  remembering the steps in long division (doctor: divide, sister: subtract, mother: multiply, brother: bring down) (Banikowski, 1999)

Disadvantage of Research Rehearsal has been tested once and is recommended by other sources. Despite teaching a student a technique, it has not been determined if they will “retain that information as they enter the next developmental or academic stage” (Bertrand, 2009, p.1003). Children may not be able to apply a skill to a different activity or subject without specific instruction (Bertrand, 2009). “Children would be best equipped to improve their executive functioning deficits if they were better able to self-regulate” (Bertrand, 2009, p. 994).

References Alberta Learning Special Programs Branch. (2004). Teaching students with fetal alcohol spectrum disorder: programming for students with special needs series. Retrieved from Banikowski, A.K. (1999). Strategies to enhance memory based on brain-research. Focus on Exceptional Children, 32 (2), Retrieved from Bertrand, J. (2009). Interventions for children with fetal alcohol spectrum disorders (FASDs): Overview of findings for five innovative research projects. Research in Developmental Disabilities, 30 (1), doi: /j.ridd

Kodituwakku, P.W. (2009). Neurocognitive profile in children with fetal alcohol spectrum disorders. Developmental Disabilities and Research Reviews, 15 (1), doi: /ddrr.73 Looms, C., Rasmussen, C., Pei, J., Manji, S., & Andrew, G. (2008). The effect of rehearsal training on working memory span of children with fetal alcohol spectrum disorder. Research in Developmental Disabilities, 29 (1), doi: /j.ridd Morrison, A.B., & Chein, J.M. (2010). Does working memory training work? The promise and challenges of enhancing cognition by training working memory. Psychonomic Bulletin & Review, 18 (1), doi: /s Rasmussen, C. & Bisanz, J. (2011). The relation between mathematics and working memory in young children with fetal alcohol spectrum disorders. The Journal of Special Education, 45 (3), doi: /