Wait…What??? Guiding Intervention Principles for Students With Verbal Working Memory Limitations

Abstract

Purpose The purpose of this clinical focus article is to present 5 guiding principles for the development of interventions for children with limited verbal working memory abilities. Method Summarizing and synthesizing previously reported theories and empirical data, we present a framework intended to guide working memory interventions. Results Existing research and theory support a comprehensive, multidimensional treatment model that considers the knowledge and abilities of the student and the language-learning demands they face in the various contexts of a school day. Conclusion The clinical framework for which we are advocating is one that embodies the characteristics of complex interventions—those made up of many individual components that work synchronously in conjunction with each other.