Guidelines for when memory aids should be recommended for post-secondary students with disabilities

Assessment & Resource Centres of Ontario
Northern Ontario Assessment and Resource Centre (NOARC)
Regional Assessment and Resource Centre (RARC)

Note: A psychological report must fulfill all six of these criteria in order to support the use of memory aids as a reasonable accommodation.

1. Objective evidence must be provided to support the credibility of obtained memory scores (i.e., through performance validity testing).
2. The recommendation cannot be made based on low working memory scores.
3. The memory test employed must explicitly instruct the client that later recall will be required, and ensure that actual initial learning has taken place over a standardized period of time.
4. When evaluating the meaning of low delayed memory score, the clinician must use a test that controls for initial amount learned, or make these calculations manually.
5. If delayed memory is impaired (controlling for initial amount learned), the memory test administered should allow a clinician to evaluate whether cues aid recall better than the improvement made by most individuals.
6. Clinical reports must be clear in stating that the recommended memory aids may not be appropriate in every course, and that the professor has the final say regarding whether this accommodation is reasonable for their course.

Note:  For specific information regarding how to operationalize these criteria, including specific tests that meet these guidelines, please contact Dr. Alana Holmes and request a copy of, “Memory Aid Guidelines:  A Clinician’s Explanation”