Factors associated with mathematical capacity in children with Developmental Coordination Disorder.

Autor: Dionne E; Advances in Brain and Child Development Research Laboratory, Research Institute of the McGill University Health Centre, Canada; School of Physical and Occupational Therapy, McGill University, Canada., Majnemer A; School of Physical and Occupational Therapy, McGill University, Canada; Department of Pediatrics, McGill University, Canada; Department of Neurology and Neurosurgery, McGill University, Canada., Beauchamp MH; Department of Psychology, University of Montreal, Canada; Sainte-Justine Hospital Research Center, Canada., Brossard-Racine M; Advances in Brain and Child Development Research Laboratory, Research Institute of the McGill University Health Centre, Canada; School of Physical and Occupational Therapy, McGill University, Canada; Department of Pediatrics, McGill University, Canada; Department of Neurology and Neurosurgery, McGill University, Canada. Electronic address: marie.brossardracine@mcgill.ca.
Jazyk: angličtina
Zdroj: Research in developmental disabilities [Res Dev Disabil] 2024 Apr; Vol. 147, pp. 104710. Date of Electronic Publication: 2024 Mar 01.
DOI: 10.1016/j.ridd.2024.104710
Abstrakt: Background: Developmental Coordination Disorder (DCD) is a condition characterized by difficulties in motor planning and coordination and affects 5 to 6% of all school-aged children. Children with DCD frequently present with difficulties with academic activities such as handwriting. However, no study to date has comprehensively described mathematical capacity and its potential associated factors in this high-risk group.
Aims: We aimed to describe the frequency and nature of mathematical difficulties of school-aged children with DCD and to evaluate potential factors associated with mathematical performance.
Methods: A total of 55 elementary school-aged children with DCD underwent comprehensive standardized assessments of mathematical, visuoperceptual (VP), attentional, visual-motor integration (VMI), and motor skills. The contribution of each factor to mathematical capacity was established using hierarchical multivariate linear regression models.
Results: Children with DCD (9.1 ± 1.5 years, 44 males) had lower overall mathematical capacity compared to normative data (-0.59 SD) on the KeyMath 3rd edition, with poorer performance in basic concepts and problem-solving. Thirty-eight percent of the sample performed below the 15th percentile in overall mathematical skills. VP skills were the most important factors associated with most mathematical domains. Thirty-four percent of the variance of overall mathematical capacity was explained by VP skills, inattention, VMI and motor impairments while controlling for household income (F [5,49]=5.029, p < .0001).
Conclusion: Children with DCD present with mathematical difficulties in basic concepts and problem-solving, which are partially explained by VP skills. Our findings stress the important of systematically assessing mathematical difficulties children with DCD to ensure they receive the necessary support that leads to academic success.
Competing Interests: Declaration of Competing Interest None.
(Crown Copyright © 2024. Published by Elsevier Ltd. All rights reserved.)
Databáze: MEDLINE
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