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Template Memory ChAMP

The Child and Adolescent Memory Profile (ChAMP) is a standardized test that measures different aspects of memory in individuals ages 5 to 21. It evaluates semantic memory through subtests measuring immediate and delayed recall and recognition of lists of words, instructions, objects, and places. Scores are provided for different memory indexes that can help diagnose issues and guide accommodations to address areas of weakness, such as providing recognition testing for those with low recall scores or reducing linguistic complexity for those who struggle more with instructions than lists.

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2K views2 pages

Template Memory ChAMP

The Child and Adolescent Memory Profile (ChAMP) is a standardized test that measures different aspects of memory in individuals ages 5 to 21. It evaluates semantic memory through subtests measuring immediate and delayed recall and recognition of lists of words, instructions, objects, and places. Scores are provided for different memory indexes that can help diagnose issues and guide accommodations to address areas of weakness, such as providing recognition testing for those with low recall scores or reducing linguistic complexity for those who struggle more with instructions than lists.

Uploaded by

Barbara
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Memory:

Memory is the capacity for encoding information into long-term storage.

Child and Adolescent Memory Profile (ChAMP)


The ChAMP is norm referenced, standardized, test of memory and learning, developed without
working memory tasks (reduces time and redundancy) for use with individuals 5 through 21
years of age. The ChAMP measures semantic memory (storage of definitions corresponding to
specific configurations of sensory, perceptual, emotional or other stimuli) while minimizing
demands on language and motor skills, helps with differential diagnosis, assists in creating
individualized recommendations and school accommodations.

Lists
Lists Delayed
Lists Recognition

Instructions
Instructions Delayed
Instructions Recognition

Objects
Objects Delayed

Places
Places Delayed

Lists Instructions Objects Places Immediate


= = = = Memory Index
=

Lists Delayed Instructions Delayed Objects Delayed Places Delayed Delayed


= = = = Memory Index
=
Verbal Memory Index = Visual Memory Index =
TOTAL MEMORY INDEX =

For the List subtest the examiner reads a list of 16 concrete nouns and then asks the student to
recall as many words as possible. This process is repeated two more times. The Lists subtest
score reflects the total number of words recalled over the three learning trials.
Following a time delay the examiner asks the student to recall the list of words from memory.
Immediately following the Lists Delayed subtest, the examiner presents the 16 words in a
multiple-choice format, each word is presented within a list of three words (List Recognition).

The Instructions subtest has the examiner read a paragraph of everyday instructions, containing
24 target words, then asks the student to recall as many words as possible. This process is
repeated once. The subtest score reflects the total number of nouns recalled over the two
learning trials.
Following a time delay the examiner asks the student to repeat the previously read Instructions
paragraphs. Then the examiner presents the 24 words from the Instructions paragraph in a
multiple-choice format (Instructions Recognition).

Objects requires the examiner to show pictures of objects, two at a time, two seconds for each
exposure, and then the student identifies the objects within a three-choice format. Each object
is presented with a 3-choice option format. The process of exposure to each object and
identifying the objects is presented a second time. The Objects subtest score represents the
total number of correctly identified objects over the two trials.
Following a time delay, the student is presented the objects via the three-choice format. The
Objects Delayed subtest score is the total of correctly identified objects after the delay.

The Places subtest requires the student to quickly view 32 scenes, two at a time via two second
exposures, and then the student identifies the scenes among a three-choice format consisting of
one target and two similar but different scenes. This process of exposure to the scenes and
identifying the target scene(s) is repeated a second time. The Places subtest score represents
the total number of correctly identified scene over the two learning trials.
Following a time delay, the student is presented the scenes via the three-choice format and
asked to identify the previously viewed scene(s) (Places Delayed).

Recall subtests are low, but recognition subtests are within normal limits = May benefit from
recognition format (multiple-choice) to help with retrieval.
Interventions: Increase opportunities for cued and multiple-choice testing in the
classroom; use yes/no or multiple-choice questions when asking to retrieve recalled
information at home.

Immediate subtests are low, but delayed subtests are within limits = Difficulty learning rote
material.
Interventions: assess for conditions impacting attention and impulsivity; assess for
anxiety, which may impact earlier subtests more than later ones; assess for behavioral
conditions impacting full cooperation and consistency.

Lists subtests are significantly stronger than Instructions subtests = Linguistic complexity may
interfere with learning.
Interventions: Check for language processing problems; reduce complexity of verbal
material when learning (ie chunking).

Instructions subtests are significantly stronger than Lists subtests = Difficulty learning rote
material.
Interventions: Increase context and meaning to maximize learning.

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