Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children &amp;#8211; Working Memory (CABC-WM)

Cabbage, Kathryn L.; Brinkley, Shara; Gray, Shelley; Alt, Mary; Cowan, Nelson; Green, Samuel; Kuo, Trudy; Hogan, Tiffany P.

doi:10.3791/55121

Cited by 17 publications

(18 citation statements)

References 22 publications

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“…After completing assessments, children participated in 13 experimental working memory tasks from the Comprehensive Assessment Battery for Children-Working Memory (CABC-WM; Cabbage et al, 2017;Gray et al, n.d.). A video showing examples of the tasks is available at https://www.jove.com/video/55121 in the Journal of Visualized Experiments.…”

Section: Methodsmentioning

confidence: 99%

Working Memory Profiles of Children With Dyslexia, Developmental Language Disorder, or Both

Gray

Fox

Green

et al. 2019

J Speech Lang Hear Res

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Compared to children with typical development, children with dyslexia, developmental language disorder (DLD), or both often demonstrate working memory deficits. It is unclear how pervasive the deficits are or whether the deficits align with diagnostic category. The purpose of this study was to determine whether different working memory profiles would emerge on a comprehensive battery of central executive, phonological, visuospatial, and binding working memory tasks and whether these profiles were associated with group membership. Method: Three hundred two 2nd graders with typical development, dyslexia, DLD, or dyslexia/DLD completed 13 tasks from the Comprehensive Assessment Battery for Children-Working Memory (Gray, Alt, Hogan, Green, & 1 DLD has historically been referred to as specific language impairment. However, a recent consensus study concluded that the term developmental language disorder should be used instead (Bishop, Snowling, Thompson, Greenhalgh, & the CATALISE-2 Consortium, 2017). Thus, we use the term developmental language disorder throughout the article, except when referring to articles where authors used the term specific language impairment in their research.

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Section: Methodsmentioning

confidence: 99%

Working Memory Profiles of Children With Dyslexia, Developmental Language Disorder, or Both

Gray

Fox

Green

et al. 2019

J Speech Lang Hear Res

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“…The POWWER study includes the groups reported, as well as bilingual children with TD. Participants in the POWWER study completed a total of six word learning games and a comprehensive battery of working memory tasks (see Cabbage et al, 2017), completed over the course of at least 6 days. Data on a subset of the groups with TD and dyslexia were reported in Alt et al (2017) and Baron et al (2018).…”

Section: Participantsmentioning

confidence: 99%

Spoken Word Learning Differences Among Children With Dyslexia, Concomitant Dyslexia and Developmental Language Disorder, and Typical Development

Alt

Gray

Hogan

et al. 2019

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Purpose The purpose of our study was to test the hypotheses (a) that children with dyslexia have spoken word learning deficits primarily related to phonology and (b) that children with dyslexia and concomitant developmental language disorder (DLD) have word learning deficits related to both phonology and semantic processing when compared to peers with typical development (TD). Method Second-graders with dyslexia ( n = 82), concomitant dyslexia and DLD (dyslexia + DLD; n = 40), and TD ( n = 167) learned names and semantic features for cartoon monsters in 5 carefully controlled word learning tasks that varied phonological and semantic demands. The computer-based tasks were played in 6 different word learning games. We analyzed results using Bayesian statistics. Results In general, the dyslexia + DLD group showed lower accuracy on tasks compared to the dyslexia and TD groups. As predicted, word learning tasks that taxed phonology revealed deficits in the dyslexia group, although there were some exceptions related to visual complexity. Word learning deficits in the dyslexia + DLD group were present in tasks that taxed phonology, semantic processing, or both. Conclusions The dyslexia + DLD group demonstrated word learning deficits across the range of word learning tasks that tapped phonology and semantic processing, whereas the dyslexia group primarily struggled with the phonological aspects of word learning. Supplemental Material https://doi.org/10.23641/asha.9807929

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“…The span tasks reported here were part of the Comprehensive Assessment Battery for Children -Working Memory (CABC-WM: Gray, Alt, Hogan, Green, & Cowan, under development;Cabbage et al, 2016) that includes working memory and executive function tasks. This battery has previously been used (Gray et al, 2017) to assess the structure of working memory in children with typical development who are further described here.…”

Section: Overviewmentioning

confidence: 99%

Short‐term Memory in Childhood Dyslexia: Deficient Serial Order in Multiple Modalities

et al. 2017

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In children with dyslexia, deficits in working memory have not been well-specified. We assessed second-grade children with dyslexia, with and without concomitant specific language impairment, and children with typical development. Immediate serial recall of lists of phonological (nonword), lexical (digit), spatial (location), and visual (shape) items were included. For the latter three modalities we used not only standard span but also running span tasks, in which the list length was unpredictable to limit mnemonic strategies. Nonword repetition tests indicated a phonological memory deficit in children with dyslexia alone compared to those with typical development, but this difference vanished when these groups were matched for nonverbal intelligence and language. Theoretically-important deficits in serial order memory in dyslexic children, however, persisted relative to matched typically-developing children. The deficits were in recall of (a) spoken digits in both standard and running span tasks, and (b) spatial locations, in running span only. Children with dyslexia with versus without language impairment, when matched on nonverbal intelligence, had comparable serial order memory, but differed in phonology. Because serial orderings of verbal and spatial elements occur in reading, the careful examination of order memory may allow a deeper understanding of dyslexia and its relation to language impairment.

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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)

Cited by 17 publications

References 22 publications

Working Memory Profiles of Children With Dyslexia, Developmental Language Disorder, or Both

Working Memory Profiles of Children With Dyslexia, Developmental Language Disorder, or Both

Spoken Word Learning Differences Among Children With Dyslexia, Concomitant Dyslexia and Developmental Language Disorder, and Typical Development

Short‐term Memory in Childhood Dyslexia: Deficient Serial Order in Multiple Modalities

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