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Back to Modules HomeWorking with people with short term memory loss
Short term memory loss can be an impact of intellectual disability, acquired brain injury and other cognitive impairments
Strategies:
- Task analysis: This is the process of breaking a task done into small steps. Each step should be practiced until it is mastered before moving on to the next
- Demonstration and talking through: Show what has to be done, explaining what you are doing at each stage. Ask the learner to do what you have done. If not done correctly, demonstrate again, making note of any particular difficulties and then let the learner try again. Repeat until the task is mastered
- Consolidation: Once a step is mastered, continue to the next, but once this is also mastered return to the first step to make sure it has been remembered
- Reflection and review: Start each new session with “What did we do last time?” End each day with “What have we done today?”
- Question and answer: Keep asking questions: “What do we do next?”, “Where does this go?” Make sure each question is demonstrated or answered. Where the student seems to be stuck give hints
- Check for understanding: ask if something is understood and then ask for a demonstration or example. Never just accept a nod of the head
- Prompt:
- Physical prompts such as holding up the object you want remembered
- Gestural prompts such as pointing
- Verbal prompts as an exercise is being undertaken
- Repetition: show what has to be done and ask for it to be repeated again and again until it is second nature
- Use music and rhythm - e.g. counting dance steps.
For more information:
- Sutcliffe, Jeannie, (1994) Teaching Basic Skills to Adults with Learning Difficulties. Adult Literacy and Basic Skills Unit, London (England).; National Inst. of Adult Continuing Education, Leicester (England).
- Pamela Osmond (2006) Literacy Face to Face TAFE NSW – Access and General Education Curriculum Centre
- Partner Assisted Learning, Inclusion Melbourne, 2004¨ : includeme@im.org.au