Memory is the ability to store, organize, and recall information in the brain. Having a memory deficit means a slower response to problem solving, a shorter attention span, poor concentration, and the inability or slower response to recalling information already processed. Poor memory skills are a common symptom in many learning disabled children, including our youngest child Daniel. We have crossed many “disability bridges” since the boys came to live with us. We are now in the process of learning how to cope with and improve poor memory.
Our first step will be to talk to Daniel’s pediatrician. He recently had his yearly physical and checked out just fine. I have scheduled a consultation appointment and will meet with his P.C.P. to discuss the problem. I will be asking if tests are necessary and what other recommendations he might have to assist Daniel. The first year the boys were with us, they were in therapy. They both did well but Daniel was the more receptive of the two, probably because he is the youngest. Our therapist moved her practice into Houston and at that point offered a referral but felt the boys were doing well enough to forego therapy. She stressed the possibility of needing to return to therapy sessions if I noticed any drastic emotional or behavioral issues with the boys. At that point we were focusing more with emotional problems. We were completely unaware of Daniel’s problems with memory recall. I will consider the possibility of returning to therapy after deciding if Daniel’s problem is physical or psychological.
The boys love to play games, what kid doesn’t? They like the interaction with all of us together at our big, round kitchen table. They both feel relaxed and really enjoy the family time. I will be integrating new games into our together time. The games will be based on memory skills. This should give us a more accurate idea of the degree of severity of Daniel’s memory deficit while strengthening his memory capabiities.
Listed below are more strategies we plan to use. These are great ideas to employ with any child. They sharpen the mind while interacting in a positive and fun way.
Acronyms-using the first letter of a chain of words to remember a thought or phrase such as, NASA-National Aeronautics and Space Administration. EGBDF-Every good boy does fine, on the music scale. We will make up our own acronyms. Example: TAG can refer to our two cats Thomas and Gidget.
Acrostics-using the first letter of a word to make or describe another word or group of words. For example:
D-dark hair
A-A student
N-neat (Daniel is a hoarder so this is wishful thinking)
I-independent
E-easygoing
L-likeable
Using acrostics with a child makes a great game. Daniel will love this one; he has a wonderful imagination.
Memory Tasks-Giving a list of things to do. Daniel will refer to a list only when necessary, trying to remember as much as possible without having to go back to refresh his memory.
Example: I will write a list for Daniel of simple tasks to complete, written in short sentences. We will go over it together trying to memorize as much as possible. Then he will try to complete what he can until he has to return to it. To avoid the concept of a chore, we will make a game of it by making the tasks simple and fun, like a scavenger hunt around the house. I will definitely have to include Randy. This will also be beneficial to him because of his ADHD symptoms. It should prove a valuable tool to help with his attention deficit.
Mnemonics-referring to a word(s) that will give a “memory picture” of another word. An obvious example would be a cat’s tail for remembering the cattail plant. Giving the boys a list of words and having them find a phrase to help remember or describe the word, another handy tool for attention deficit.
Cognitive Interviews-A conversation with Daniel, guiding him through specified memory recall. I found this idea while researching memory deficit on the web and liked the idea. I will be able to incorporate this into any conversation by simply asking him questions that will make him have to recall an event, idea, or subject he has learned recently. I have never met a kid that didn’t like to talk about himself and what he has done. This exercise will be easy for me and fun for Daniel.
We have a set routine when the boys arrive home from school. Two of our pets, Pinky the dog and Gidget the cat, greet them at the door faithfully. I am the next greeter. As they have their afternoon snack and prepare for homework I always ask how their day was. They have learned “fine” is not an acceptable answer, I want details. Incorporating this conversation into our daily routine was first meant to assure the boys that I care about what happens in their lives. I realize now, this is also a little memory lesson by encouraging them to recall the events of their day in school.