Mathematical Profile Test: A Preliminary Evaluation of an Online Assessment for Mathematics Skills of Children in Grades 1-6

External Validation of BMT-i Computerized Test Battery for Diagnosis of Learning Disabilities

Background: Learning disabilities (LDs) are a major public health issue, affecting cognitive functions and academic performance for 8% of children. If LDs are not detected early and addressed through appropriate interventions, they have a heavy impact on these children in the social, educational, and professional spheres, at great cost to society. The BMT-i (Batterie Modulable de Tests informatisée, or "computerized Adaptable Test Battery") enables fast, easy, reliable assessments for each cognitive domain. It has previously been validated in children ages 4-13 who had no prior complaints. The present study demonstrates the sensitivity of the BMT-i, relative to reference test batteries, for 191 children with cognitive difficulties. Materials and Methods: These 191 subjects were included in the study by the 14 pediatricians treating them for complaints in five cognitive domains: written language [60 (cases)]; mathematical cognition (40); oral language (60); handwriting, drawing, and visuospatial construction (45); and attention and executive functioning (45). In accordance with a predefined protocol, the children were administered BMT-i tests first, by their pediatricians, and reference tests later, by specialists to whom the BMT-i test results were not disclosed. Comparison of BMT-i and reference test results made it possible to evaluate sensitivity and agreement between tests. Results: For each of the five domains, the BMT-i was very sensitive (0.91-1), and normal BMT-i results were highly predictive of normal results for specialized reference tests [negative likelihood ratio (LR-): 0-0.16]. There was close agreement between BMT-i and reference tests in all domains except attention and executive functioning, for which only moderate agreement was observed. Conclusion: The BMT-i offers rapid, reliable, simple computerized assessments whose sensitivity and agreement with reference test batteries make it a suitable first-line instrument for LD screening in children 4-13 years old.

Preschoolers' mastery of advanced counting: The best predictor of addition skills 2 years later

The current study addressed the following question: Among preschoolers' basic numerical abilities, what are the best predictors for the later addition skills? We measured numerical abilities at preschool age and used dominance analysis to determine the dominant predictor for addition skills 2 years later. We tested seven numerical specific predictors (counting, advanced counting, enumeration, Give-N, collection comparison, number-word comparison, and approximate addition). Both quantitative and qualitative aspects (accuracy, strategy choice, and fluency) of addition skills were measured. The results show that the predictor weights for addition skills were 39% (counting), 37% (advanced counting), and 25% (collection comparison). We concluded that counting ability and especially advanced counting measured in early preschool is the most robust predictor of addition skills 2 years later (even after controlling for global cognitive abilities). This study generalized the previous findings found for Western children to Vietnamese preschoolers (N = 157, M_age = 4.8 years); extended and highlighted the role of advanced counting (count from a number other than 1) to later addition performance, mature strategy, and calculation fluency; and suggested further implications.