Math Abilities Among Children with Neurodevelopmental Difficulties: Understanding Cognitive Factors and Evaluating a Pilot Intervention.
| Autor: | Mattson D; Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada., Kryska K; Department of Pediatrics, University of Alberta, Edmonton, AB, Canada., Pei J; Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada., Coles C; Department of Psychiatry and Behavioral Sciences, Emory University, Atlanta, GA, USA.; Department of Pediatrics, Emory University, Atlanta, GA, USA., Kable J; Department of Psychiatry and Behavioral Sciences, Emory University, Atlanta, GA, USA.; Department of Pediatrics, Emory University, Atlanta, GA, USA., Millians M; Department of Psychiatry and Behavioral Sciences, Emory University, Atlanta, GA, USA., Andrew G; Department of Pediatrics, University of Alberta, Edmonton, AB, Canada., Cormier D; Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada., Rasmussen C; Department of Pediatrics, University of Alberta, Edmonton, AB, Canada. |
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| Jazyk: | angličtina |
| Zdroj: | Canadian journal of school psychology [Can J Sch Psychol] 2024 Sep; Vol. 39 (3), pp. 247-265. Date of Electronic Publication: 2024 Aug 08. |
| DOI: | 10.1177/08295735241259061 |
| Abstrakt: | Math development in children relies on several underlying cognitive functions, including executive functions (EF), working memory (WM), and visual-motor abilities, such as visual-motor integration (VMI). Understanding how these cognitive factors contribute to children's math performance is critical to supporting math learning and long-term math success. The present quasi-experimental waitlist control study ( N = 28) aimed to (a) examine the unique contributions of EF, WM, and VMI to math abilities among children ages 5-8 years old with neurodevelopmental difficulties; (b) determine whether a math intervention (the Mathematics Interactive Learning Experience; MILE) that supports these cognitive processes was effective when modified to be delivered to small groups in a school setting, and (c) examine whether any participant characteristics, such as age or IQ, were correlated with post-intervention math score changes. At baseline, participants' math scores were significantly below the normative mean in all math content areas ( p s < .01). EF, WM, and VMI were highly correlated with math ability; however, verbal WM was the only unique predictor of math ability in regressions analysis. Compared to a waitlist control group, children in the immediate MILE intervention group achieved significantly greater math gains overall. When all children who ultimately completed the intervention were considered together, significant improvement was observed in more than half of math content areas. Furthermore, at the individual level, 85.7% of participants showed reliable change in at least one math content area. Implications for supporting math learning in children with neurodevelopmental difficulties are discussed. Competing Interests: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. (© The Authors 2024.) |
| Databáze: | MEDLINE |
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