Abstract
The purpose of this clinical focus article is to present 5 guiding principles for the development of interventions for children with limited verbal working memory abilities. Summarizing and synthesizing previously reported theories and empirical data, we present a framework intended to guide working memory interventions. Existing research and theory support a comprehensive, multidimensional treatment model that considers the knowledge and abilities of the student and the language-learning demands they face in the various contexts of a school day. The clinical framework for which we are advocating is one that embodies the characteristics of complex interventions-those made up of many individual components that work synchronously in conjunction with each other.
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