Auditorily - you (parent) verbally say 4,9,3,7,8 and they have to repeat this sequence after you. You can use them auditorily and visually. We created a whole stack of flash cards with numbers on them (i.e if working on digit span of 5, you would have 5 numbers, digit span of 6, write down 6). We did this for a while when we just could not get the intensity with BB anymore. As far as digit span, you can create your own set and do it manually vs. Yes, there are couple different things you can do with flash cards. Submitted by Anonymous on Fri, - 4:07 PM It would be nice if there is a “cure” with nuero route. I am not as knowledgeable on all the words used here. He also can learn spelling words for a test but later misspell them in his stories. He is working with an OT this year for writing. His problem is his writing and he tells me he forgets too easy. My other boy is 9 he is in the 3rd grade he does fine with reading. His reading level has improved, but he is slow in doing the work and his teachers are already saying he is capable if he would apply himself. His memory is one minute he will know something the next minute he won’t, he may not know today but might next week. He started resource the second half of last year. I have two boys one is 10 he is in 4th grade, he has resource for reading, english and spelling. I thought this was really informative too. Submitted by Anonymous on Fri, - 3:35 AM We saw a real connection to her ability to remember the sound/symbol and connect the sounds to form words with each increase in digit span. NACD’s flash card technique worked well with our dd (it is kind of similar to Audiblox’s reading exercise). This was one of the reasons she just could not remember anything. We found our dd only had a digit span of a 2-3 (2yr to 3yr old) at age 6. Until they reach that level, they have a sight word technique they use so as not to hold the child up - get them reading something and feeling some success. NACD wants their clients to be at a digit span of 6 before starting phonics. The article referenced looks like it came right out of the NACD site. Some kids can be really skewed too - they may have a photographic memory visually, but very poor auditorily or vice versa. It’s very easy to test your child and you want to test both visual and auditory. The WISC is calculated totally different - the number you see is a ‘standardized’ type number, not a raw digit span and you don’t know if it measured auditory digit or visual digit. Although litigating and nonlitigating participants perform differently on these measures, further prospective studies are needed to explore this issue with comprehensive external corroborating validity data.Was this a ‘raw’ digit span as tested by what was indicated in article or the digit span subtest like on the WISC? If like on the WISC, this is not the same thing. The normative Digit Span performance differs between the two cultural populations. The purposes of this study were first to explore normative Digit Span performance patterns between the Taiwan and American standardization samples, then to examine performances of patients with traumatic brain injury and with psychiatric diseases on the embedded measures (the Digit Span Scaled Score, Vocabulary minus Digit Span difference score, Reliable Digit Span, and the longest string of digits forward and backward) through retrospective data analysis. However, its effectiveness in Chinese countries remains unexplored. Suppressed Digit Span performance has been proposed as an embedded indicator for suboptimal effort detection in neuropsychological evaluations in Western societies, particularly in the USA.
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