Memory

LKS may result in the child having specific difficulties with memory and attention, particularly related to verbal material. If there is a moderately severe degree of general cognitive or language impairment then any such specific deficits may not be measurable. However, for children whose cognitive impairment is not severe (or has recovered significantly) specific memory problems may become apparent. These specific difficulties are a direct consequence of the abnormal brain functioning that occurs in LKS, particularly affecting the fronto-temporal regions of the brain, which are closely involved in memory processes.

If these difficulties are suspected, a full neuropsychological assessment should be carried out by a clinical psychologist to determine the pattern and severity of the problem. In terms of verbal memory (where problems are most often expected), care should be taken to try and differentiate between problems that stem from the child’s difficulty attending to and/or processing incoming information (that is, related to a primary auditory processing problem) and any additional difficulties related to storing this information.

Depending on the pattern of difficulties found, a variety of strategies can be employed at home and at school to minimise the consequences. These include using simple visual mnemonics (memory prompts), timetables, checklists of what to take to school, etc. Some further suggestions are given in the Useful Teaching Approaches section.