Executive Functions 101: Working Memory

Remember before the Directory Assistance dial for you feature was available? When you actually had to remember the phone number you were just told while you dialed? I don't know about you, but I am very thankful for the new feature of texting the number to you because as I get older my working memory sure isn't what it used to be. Maybe it's just that I have more to remember than when I was younger. 

Before we go any further, let's be clear on the definition of working memory . Working memory is the ability to hold information in memory while performing complext tasks.  It incorporates the ability to draw on past learning or experience to apply to the situation at hand or to project into the future {Dawson and Guare}. 

Basically, it allows you to multi-task and do it well. Think you don't multi-task? You are always multi-tasking. Your brain is humming away and completing tasks all while you're learning new things that you will access later to complete tasks~this is working memory.


Let's use our student again in the classroom. How often is working memory called upon in the classroom? ALL. THE. TIME. Here are some examples:

• "Boys and girls, please take out your math book and turn to page 7." {first need to rely on working memory to remember the book and then the page number all while trying to listen to the teacher and complete the task}. 
• "When you come in from recess, please take your boots off outside of the classroom" 
• "After you finish your math page, put it in the red box on my desk for grading"
• "At the end of the day, make sure you have your: lunch box, backpack, planner {filled out too}, jacket, gloves and don't forget your permission slip and money for the field trip on Friday. 

Yikes! and these are just a few of the examples of how working memory is accessed in the classroom. 


How do you think a child with poor working memory functions in the classroom or life in general? If you said not very well, you would be correct. A child with poor working memory will {list not all inclusive}:

• Have difficulty with remembering materials
• Have to reread text often
• Have difficulty with multiple step directions
• Have test anxiety {remembering directions and information}
• Need for repetition and more time
• Inconsistent performance
• Seem to have attention issues

So, what do we do? 

• First, we identify if working memory is a strength or a weakness
• Next, we make accommodations for the child at home and school
• Last, we implement Executive Function Coaching/Therapy and use identified strengths to help with weak working memory skills.

As always, thanks for reading. Be sure to check back for my next post on Executive Functions and emotional control. 


Jen

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