“Investigating the relationship between working memory and behaviour difficulties between children attending a SEN primary school and children attending a mainstream school.”

Goodwin, Ashley (2016) “Investigating the relationship between working memory and behaviour difficulties between children attending a SEN primary school and children attending a mainstream school.”. Manchester Metropolitan University. (Unpublished)

Preview

Download (495kB) | Preview

Abstract

"This study investigates working memory deficits in children attending either an SEN primary school or a mainstream primary school. The sample consisted of 28 participants, aged between 7 and 11yrs old, attending either a SEN or mainstream primary school in Greater Manchester. Students completed the Automated Working Memory Assessment (AWMA) and teachers completed the Working Memory Rating Scale (WMRS) and the Strengths and Difficulties Questionnaire (SDQ) for each participant. Responses were recorded and analysed using SPSS via an independent t- test and a pearson’s correlation coefficient. An independent t-test established no significant difference in working memory between the two schools. Pearson’s correlation coefficient indicated negative significant correlation between hyperactivity and verbal working memory; r(26)=-.515, p=.005; and visuospatial working memory; r(26)=-.458, p=.014. Finally, no significant correlation was found between the AWMA and the WMRS. These findings were consistent with previous research. The present study provided further evidence establishing a significant relationship between hyperactivity and working memory. This study has particularly enhanced the knowledge surrounding identification of working memory deficits and teachers failure to recognise these difficulties. Ideas for future research have been suggested in order to provide a more in-depth and detailed study into working memory in children attending primary school."