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Dionne E, Majnemer A, Beauchamp MH, Brossard-Racine M. Factors associated with mathematical capacity in children with Developmental Coordination Disorder. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 147:104710. [PMID: 38428365 DOI: 10.1016/j.ridd.2024.104710] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Revised: 01/15/2024] [Accepted: 02/21/2024] [Indexed: 03/03/2024]
Abstract
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.
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Affiliation(s)
- Eliane Dionne
- 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
| | - Annette Majnemer
- School of Physical and Occupational Therapy, McGill University, Canada; Department of Pediatrics, McGill University, Canada; Department of Neurology and Neurosurgery, McGill University, Canada
| | - Miriam H Beauchamp
- Department of Psychology, University of Montreal, Canada; Sainte-Justine Hospital Research Center, Canada
| | - Marie Brossard-Racine
- 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.
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Ahmed Y, Kent S, Cirino PT, Keller-Margulis M. The Not-So-Simple View of Writing in Struggling Readers/Writers. READING & WRITING QUARTERLY : OVERCOMING LEARNING DIFFICULTIES 2021; 38:272-296. [PMID: 35783450 PMCID: PMC9246105 DOI: 10.1080/10573569.2021.1948374] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/17/2023]
Abstract
Research suggests that executive function, motivation, transcription, and composition processes are implicated in the writing quality and productivity of children with and without learning difficulties. However, numerous components embedded within these constructs create both conceptual and empirical challenges to the study of written expression. These challenges are reflected in the writing research by way of poor delineation of constructs and insufficient distinction among domain general resources (e.g. working memory) versus processes related to the academic domain of writing (e.g. pre-planning), as well as among lower- (e.g. handwriting) and higher-order (e.g. editing) writing-specific processes. The current study utilizes the Not-so-Simple View of Writing (NSVW) as an organizing framework for examining the relations among multiple components, correlates, and attributes of writing in a sample of struggling readers/writers (n = 402) in grades 3-5. Data were collected on measures of (a) handwriting, spelling, planning, revision, and editing, derived from the Test of Oral Written Language (TOWL-4), (b) executive function derived from the NIH Examiner, and (c) motivation/self-efficacy derived from the Student Contextual Learning Scale. Structural equation modeling was utilized to test direct and indirect relations in the NSVW model. Results showed generally moderate correlations among observed/latent variables and found support for relations among writing-specific processes. Domain-general resources (executive function and motivation/self-efficacy) were related to spelling directly and indirectly to writing. Domain-specific processes (handwriting, spelling, planning, editing, and revision) were related to writing. The results have implications for explicit instruction of writing processes and for future research on empirical models.
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Affiliation(s)
- Yusra Ahmed
- Texas Institute for Measurement, Evaluation and Statistics, University of Houston, Houston, TX, USA
- Department of Psychology, University of Houston, Houston, TX, USA
| | - Shawn Kent
- College of Education, University of Houston, Houston, TX, USA
| | - Paul T. Cirino
- Texas Institute for Measurement, Evaluation and Statistics, University of Houston, Houston, TX, USA
- Department of Psychology, University of Houston, Houston, TX, USA
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Mayes SD, Breaux RP, Calhoun SL, Frye SS. High Prevalence of Dysgraphia in Elementary Through High School Students With ADHD and Autism. J Atten Disord 2019; 23:787-796. [PMID: 28741400 DOI: 10.1177/1087054717720721] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
OBJECTIVE Prevalence of dysgraphia by age across all grade levels was determined in students with ADHD or autism. METHOD Referred children with normal intelligence and ADHD-Combined, ADHD-Inattentive, or autism ( N = 1,034) were administered the Developmental Test of Visual-Motor Integration (VMI) and Wechsler Intelligence Scale for Children (WISC). RESULTS VMI and WISC Coding scores were significantly lower than IQ and the normal mean of 100 for all diagnoses. More than half (59%) had dysgraphia, and 92% had a weakness in graphomotor ability relative to other abilities. Dysgraphia prevalence did not differ between diagnostic or age groups (6-7 years, 56%; 8-10 years, 60%; and 11-16 years, 61%). CONCLUSION Dysgraphia is common at all ages in children and adolescents with ADHD and autism. Accommodations and strategies for addressing this problem are discussed.
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Affiliation(s)
| | | | | | - Sara S Frye
- 1 Penn State College of Medicine, Hershey, USA
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Roldán-Prego L, González-Seijas RM. Intervención en la planificación de la escritura en primer curso de Enseñanza Primaria || Intervention in writing planning processes in first-grade primary school students. REVISTA DE ESTUDIOS E INVESTIGACIÓN EN PSICOLOGÍA Y EDUCACIÓN 2016. [DOI: 10.17979/reipe.2016.3.1.1174] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
El objetivo de este trabajo fue analizar la eficacia de un programa de intervención en el proceso de planificación de la escritura de narraciones (cuentos) y descripciones en alumnos de primer curso de primaria. Los participantes fueron 40 niños de una escuela pública, de los cuales 20 recibieron instrucción en el programa (grupo experimental), mientras que los otros 20 no recibieron ninguna instrucción adicional (grupo control). En el grupo experimental tenían una media de edad de 6.7 años y en el grupo control 6.4 años. El programa se desarrolló en 15 sesiones de 45 minutos de duración, tres veces a la semana. Los niños fueron evaluados antes y después de la aplicación del programa utilizando una adaptación de los criterios de Tindal y Hasbrouck (1991). Los resultados muestran mejoras significativas en los procesos de planificación de la escritura en el grupo experimental, sobre todo en la generación de ideas y en su organización. Estos resultados tienen implicaciones directas en educación, ya que plantean estrategias para intervenir en el proceso de planificación de la escritura en el aula.
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Shifrer D, Callahan RM, Muller C. Equity or Marginalization? The High School Course-Taking of Students Labeled with a Learning Disability. AMERICAN EDUCATIONAL RESEARCH JOURNAL 2013; 50:656-682. [PMID: 24982511 PMCID: PMC4074008 DOI: 10.3102/0002831213479439] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
Placement of some students into the courses needed only for high school graduation, and others into those that prepare them for college constitutes academic stratification. This study uses data from the Education Longitudinal Study of 2002 to investigate whether students labeled with learning disabilities complete fewer academic courses by the end of high school compared to their peers who are not labeled. Results indicate large disparities in completion of college preparatory coursework, especially in math, science, and foreign language, even net of students' academic preparation for high school, and their cognitive and noncognitive skills. The evidence supports the possibility that school processes contribute to the poorer course-taking outcomes of students labeled with learning disabilities.
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Affiliation(s)
- Dara Shifrer
- Houston Education Research Consortium, Kinder Institute for Urban Research, Rice University, Address: 6100 Main Street, Houston, TX 77005-827, , Fax number: (713) 348-5296, Phone number: (713) 348-2987
| | - Rebecca M Callahan
- Department of Curriculum & Instruction, Population Research Center, The University of Texas at Austin, Address: The University of Texas at Austin, 305 E. 23rd Street, G1800, Austin, TX 78712-1086, , Fax number: (512) 471-8460, Phone number: (512) 471-8347
| | - Chandra Muller
- Department of Sociology, Population Research Center, The University of Texas at Austin, Address: The University of Texas at Austin, 305 E. 23rd Street, G1800, Austin TX 78712-1086, Fax number: (512) 471-4886, Phone number: (512) 471-8377
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Vakil E, Blachstein H, Wertman-Elad R, Greenstein Y. Verbal learning and memory as measured by the Rey-Auditory Verbal Learning Test: ADHD with and without learning disabilities. Child Neuropsychol 2012; 18:449-66. [DOI: 10.1080/09297049.2011.613816] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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Mattison RE, Mayes SD. Relationships between learning disability, executive function, and psychopathology in children with ADHD. J Atten Disord 2012; 16:138-46. [PMID: 20837980 DOI: 10.1177/1087054710380188] [Citation(s) in RCA: 46] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
OBJECTIVE Learning disabilities (LD), executive function (EF), and psychopathology were investigated to clarify their relationships in 595 children with ADHD. METHOD Standard instruments for IQ, achievement, EF, and parent and teacher ratings of psychopathology were obtained at the time of outpatient evaluation. RESULTS Comparisons between the 437 children with LD (as defined by predicted achievement) and the 158 children without LD showed significantly worse EF in the LD group but no significant differences in verbal or performance IQ. Parent and teacher ratings of both ADHD and non-ADHD psychopathology also showed no significant differences between LD and No LD groups. Correlational analyses found that IQ, EF, and achievement measures were significantly related to each other; the same was also true for subscales of psychopathology as rated by parent and teachers. However, significant correlations between the cognitive/achievement measures and the psychopathology ratings were few. CONCLUSION The addition of LD to ADHD appears to be associated with worse executive dysfunction, but it does not affect ADHD or non-ADHD psychopathology according to both parents and teachers.
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Little SG, Akin-Little A, Lloyd K. Content analysis of School Psychology International, 1990–2011: An analysis of trends and compatibility with the NASP Practice Model. SCHOOL PSYCHOLOGY INTERNATIONAL 2011. [DOI: 10.1177/0143034311424660] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Formal analysis of research publications serves as one indicator of the current status of a profession or a journal. Content analyses provide both practitioners and academicians with information on the status of research in the profession. These types of analyses can also provide information on the concordance between published research and what professional organizations consider key areas of practice. The current study examined articles published in one journal, School Psychology International, for a 22-year period from 1990 through 2011 ( n = 671 articles). All articles were coded for demographics of the author, including country of origin and level of international content, and the content matching categories found in the NASP Model for Comprehensive and Integrated School Psychological Services. Results indicated that the journal is very much international with authors coming from 57 countries. With regard to gender, a trend was noticed for increased participation by women. Finally, the analysis of content found a pattern that was not highly consistent with the categories identified by NASP. Factors contributing to the lack of consistency between research and areas of practice are discussed.
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Carlson JF, Benson N, Oakland T. Implications of the International Classification of Functioning, Disability and Health (ICF) for Test Development and Use. SCHOOL PSYCHOLOGY INTERNATIONAL 2010. [DOI: 10.1177/0143034310377149] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Implications of the International Classification of Functioning, Disability and Health (ICF) on the development and use of tests in school settings are enumerated. We predict increased demand for behavioural assessments that consider a person’s activities, participation and person-environment interactions, including measures that: (a) address contextual features; (b) rely on third-party respondents; (c) depend on observational approaches; (d) comprise batteries of tests developed simultaneously or co-normed and (e) emphasize process and progress monitoring. We review some tests from the United States that respond to each emerging demand and describe the international implications of these demands. We close by describing the implications of the ICF model and its associated changes in testing practices for service delivery and student outcomes.
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