Accommodation Solutions Online

Working / Short Term Memory Deficit (3A)

Working memory is critical to learning because it is the ability to retain information in short term storage while processing incoming information and retrieving information from long term memory.
Working memory is where information is manipulated and processed. It is where new information is connected with information from long term memory. Working memory difficulties can seriously impact students' ability to succeed academically because it is an essential component of learning. Students can use strategies to assist them in processing information in working memory. These strategies take time which is the reason students with working memory dificits need extended time.

Formal Diagnostics

  • Wechsler Scales (WISC-IV, WAIS-IV), Working Memory Index: Score at or under the 35th percentile rank.
  • Wechsler Scales (WISC-IV, WAIS-IV), Arithmetic: Score at or under the 35th percentile rank.
  • Wechsler Scales (WISC- IV, WAIS-IV), Digit Coding Task: Score at or under the 35th percentile rank.
  • Woodcock Johnson III COG Numbers Reversed, Score at or under the 35th percentile rank.
  • Woodcock Johnson III COG Auditory Working Memory, Score at or under the 35th percentile rank.

Intake Questions

  • Do you have to go over and over information before you can remember it?
  • Do you take notes in class but feel like you haven't recorded all the important information?
  • Do you difficulty completing tests within the time allowed by your instructor?
  • Do you have difficulty doing basic math calculations in your head?
  • What accommodations or strategies have been effective in the past?

Resources

  • Swanson, H. L., Harris, K. R., & Graham, S. (2003). Handbook of learning disabilities. New York, NY: Guilford Press.
  • Barkley, R. A. (2006). Attention-Deficit Hyperactivity Disorder (3rd Ed.). New York, NY: Guilford Press.
  • LD Online
    http://www.ldonline.org/

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