B - 06 Exploring Educator Readiness to Identify, Interpret, and Support Memory Functioning in Youth with Neurodevelopmental Disabilities.

Abstract

Though over 3 million students receive special education services under eligibility categories related to neuropsychological functioning, educators report feeling unprepared to identify student needs or interpret assessment data related to specific neurocognitive functions including memory (Barrio & Combes, 2015; Vollmer, Gettinger & Begeny, 2019). To best support students, it is critical for educators working with students with neurodevelopmental disabilities to understand the underlying neurocognitive functions that contribute to academic skills (Pohlman, 2008). The present study examined how educators define, identify, and support students' working memory, short term memory, and long-term memory using a semi-structured qualitative approach guided by the Consolidated Framework for Implementation Research (CFIR). Interviews were conducted with educators (N = 16; 93.75% Female; 100% White; 1-23years of experience) and focused on interpretation of memory-related constructs, how deficits impact classroom performance, and specific strategies related to memory needs. An inductive approach to coding and constant comparative analysis allowed themes to emerge and reduce potential confirmatory bias (Strauss & Corbin, 1998; Maxwell, 2013). All educators recognized the terms working memory, short-term memory, and long-term memory. Long-term memory was correctly defined by all educators, with fewer accurate definitions related to critical temporal aspects of short-term memory (50%) and working memory (37.5%). Relatedly, educators reported fewer specific, evidence-based strategies for aiding short-term and working memory than long-term memory. Despite wanting to differentiate instruction for students, educators were unclear on critical aspects of short-term and working memory functioning, leading to less confidence in identifying and supporting students with neurodevelopmental disabilities in need.