External Memory Aids

External memory aids are a compensatory treatment strategy for those managing difficulties with memory, attention, and executive functions (Armstrong, McPherson, & Nayar, 2012).. External aids tend to be favored by both disabled and nondisabled populations. Many speech-language pathologists view external aids as an excellent method of reducing workload with memory or executive functioning so that the individual may carry out tasks successfully in everyday life (Douglas, Hinckley, Haley, Andel, Chisolm & Eddins, 2014). However, according to Schryer & Ross (2013) if a client must use an external memory aid, it is important to get the client’s insight, view their needs, and select an item carefully to aid them in their everyday life. External memory aids can include pill-boxes, post-its, planners, calendars, and technological devices such as your very own cellphone. 

According to Schryer & Ross (2013), gathering the client's insight and insight from caretakers and/or family members is the first step to intervention by deciding upon the best external memory aid. This memory aid must fit their needs, and be accessible for their cognitive state and physical state . Once the aid is selected, then intervention can begin by training the client and caregiver in use of their new memory aid by training them with the task through task analysis (Sohlberg & Mateer, 2001). 

Anyone can use memory aids! They are proven to be extra helpful to individuals whose memory, attention, and executive functioning has been impacted. Common memory aids such as Google Calendar (app link down below) and planner pages (link down below) are only some helpful tools!

Cueing should be given clearly by the clinician with the use of a few verbs and no more than one verb (Sohlberg & Mateer, 2001). Consistency of steps should remain the same as often, clients have poor memory retrieval and will need lots of training (Douglas et al., 2014). Until client demonstrates stronger memory, cueing will remain the same. Once client is more successful, cueing should be lower. Reinforcement and intense practice should always be given. All data must be documented in SOAP notes to record the client's behaviors and success. Here's an example goal:

By 06/03/23, the client will use her planner and folder to complete assignments with a verbal cue in 9/10 opportunities as measured by SLP's data and observations.

https://www.teacherspayteachers.com/Product/Editable-Data-Collection-Form-General-data-form-1568084?st=89f03ef05c396747785eaf20ab602669