Arithmetic Processing in Children With Spina Bifida

Barnes, Marcia A.; Wilkinson, Margaret; Khemani, Ekta; Boudesquie, Amy; Dennis, Maureen; Fletcher, Jack Μ.

doi:10.1177/00222194060390020601

Cited by 65 publications

(30 citation statements)

References 42 publications

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“…Individuals with Williams-Beuren syndrome have more severe, stable neurocognitive deficits that persist into young adult life (Howlin et al, 1998). Both children and adults with spina bifida meningomyelocele have difficulties in upper limb function (Dennis et al, 2009; Jewell et al, 2010) and mathematics (e.g., Barnes et al, 2006; Dennis and Barnes, 2002; Dennis, Berch, and Mazzocco, 2009). …”

Section: When To Assessmentioning

confidence: 99%

Functional Plasticity in Childhood Brain Disorders: When, What, How, and Whom to Assess

et al. 2014

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At every point in the lifespan, the brain balances malleable processes representing neural plasticity that promote change with homeostatic processes that promote stability. Whether a child develops typically or with brain injury, his or her neural and behavioral outcome is constructed through transactions between plastic and homeostatic processes and the environment. In clinical research with children in whom the developing brain has been malformed or injured, behavioral outcomes provide an index of the result of plasticity, homeostasis, and environmental transactions. When should we assess outcome in relation to age at brain insult, time since brain insult, and age of the child at testing? What should we measure? Functions involving reacting to the past and predicting the future, as well as social-affective skills, are important. How should we assess outcome? Information from performance variability, direct measures and informants, overt and covert measures, and laboratory and ecological measures should be considered. In whom are we assessing outcome? Assessment should be cognizant of individual differences in gene, socio-economic status (SES), parenting, nutrition, and interpersonal supports, which are moderators that interact with other factors influencing functional outcome.

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Section: When To Assessmentioning

confidence: 99%

Functional Plasticity in Childhood Brain Disorders: When, What, How, and Whom to Assess

et al. 2014

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“…School-aged children with SB are more likely to experience problems with visual-motor and spatial skills, related difficulty in problem-solving and mathematical performance (Barnes, Pengelly, & Dennis, 2001), poor attention regulation, deficits in language, and less adaptive behavior. Specifically, regarding visual and spatial skills, a study by Snow (1999), found that children with SB exhibited severe deficits in visual planning and sequencing, compared not only with typically developing children, but also when compared to children with learning disabilities or Attention Deficit Hyperactivity Disorder (ADHD) or both.…”

Section: Cognitive Difficultiesmentioning

confidence: 99%

The Impact of Spina Bifida on Development Across the First 3 Years

Lomax-Bream¹,

Barnes²,

Copeland³

et al. 2007

Developmental Neuropsychology

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Early cognitive, motor, and language skills were evaluated in 165 children, 91 with Spina Bifida (SB) and 74 developing typically. Assessments were given at 5 time points (6, 12, 18, 24, and 36 months of age). Three latent growth curve models were conducted to evaluate the development of these early skills, with social economic status and etiology as predictors of growth. Lesion level and shunting effects were included for group comparison. Children with SB exhibited lower levels of functioning in all areas, with slower rates of growth in cognition and language, but more acceleration in growth of motor skills. The impact of lesion level and shunting significantly related to growth in cognition and motor skills but not in language.

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“…In contrast, children with severe TBI have worse performance than either children with mild injuries or community controls in several academic achievement domains during the early stages of recovery as well as 6 months to several years after the injury (Barnes et al, 2006; Barnes, Dennis, & Wilkinson, 1999; Ewing-Cobbs, Levin, et al, 1998; Jaffe et al, 1992, but see, Kinsella et al, 1995). It is not known whether injury severity affects math fact retrieval or aspects of math achievement other than calculations.…”

Section: Introductionmentioning

confidence: 95%

“…In some models, the ability to quickly and accurately retrieve answers to single-digit arithmetic problems (efficient math fact retrieval) is considered to be a foundational skill (Geary, Fan, & Bow-Thomas, 1992; Hecht, Torgesen, Wagner, & Rashotte, 2001) that is disrupted in individuals with mathematical disabilities with and without neurodevelopmental disorder (Barnes et al, 2006; Hanich, Jordan, Kaplan, & Dick, 2001). Children with math disability retrieve answers from memory less often than their typically developing peers, demonstrate more counting errors, use less developmentally mature strategies, and have highly variable math fact retrieval times (Geary, 1990; Hanich et al, 2001).…”

Section: Introductionmentioning

confidence: 99%

Mathematical Outcomes and Working Memory in Children With TBI and Orthopedic Injury

Raghubar

Barnes

Prasad

et al. 2012

J Int Neuropsychol Soc

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This study compared mathematical outcomes in children with predominantly moderate to severe traumatic brain injury (TBI; n =50) or orthopedic injury (OI; n=47) at 2 and 24 months post-injury. Working memory and its contribution to math outcomes at 24 months post-injury was also examined. Participants were administered an experimental cognitive addition task and standardized measures of calculation, math fluency, and applied problems; as well as experimental measures of verbal and visual-spatial working memory. Although children with TBI did not have deficits in foundational math fact retrieval, they performed more poorly than OIs on standardized measures of math. In the TBI group, performance on standardized measures was predicted by age at injury, socioeconomic status, and the duration of impaired consciousness. Children with TBI showed impairments on verbal, but not visual working memory relative to children with OI. Verbal working memory mediated group differences on math calculations and applied problems at 24 months post-injury. Children with TBI have difficulties in mathematics, but do not have deficits in math fact retrieval, a signature deficit of math disabilities. Results are discussed with reference to models of mathematical cognition and disability and the role of working memory in math learning and performance for children with TBI.

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Arithmetic Processing in Children With Spina Bifida

Cited by 65 publications

References 42 publications

Functional Plasticity in Childhood Brain Disorders: When, What, How, and Whom to Assess

Functional Plasticity in Childhood Brain Disorders: When, What, How, and Whom to Assess

The Impact of Spina Bifida on Development Across the First 3 Years

Mathematical Outcomes and Working Memory in Children With TBI and Orthopedic Injury

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