Lorna: applying models of language, calculation and learning within holistic rehabilitation: from dysphasia and dyscalculia to independent cooking and travel

Prince, Leyla; Keohane, Clare; Gracey, Fergus; Cope, Joanna; Connell, Sarah; Threadgold, Carolyne; Cooper, Jacqui; Psaila, Kate; Malley, Donna; Wilson, Barbara A.

doi:10.1017/cbo9780511581083.016

Cited by 1 publication

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“…The current systematic review has updated, and expanded on previous reviews covering the (Prince et al, 2009) and four studies that focused on improving transcoding skill. The unpublished report had delivered intervention to additional N=18 participants, focusing on improving number sequencing, transcoding, and number-line placements.…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review of Interventions for Acalculia Following a Stroke or Brain-injury

Benn,

Hussain,

Longley1

et al. 2024

Preprint

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Acalculia is an acquired deficit in numerical skills following a brain-injury, which impacts independence (traveling, managing money, counting medications) and wellbeing. It is estimated to affect 30%-65% of brain-injury survivors.In the past, there have been four reviews (two of which were systematic) covering the available intervention for acalculia, however, all of these reviews have missed some studies, and the last systematic review is over 10 years old.The current work had systematically searched Web of Knowledge (WoK) and UMI Dissertation Abstracts for studies describing interventions for Acalculia published up until 29th of September 2023. To be included, studies had to be written in English and involve an intervention for acalculia that occurred as a result of a stroke or a brain injury, to directly address numerical difficulties, and to report the outcomes of the intervention, with no limit on the type or timing of measures. The search identified only 16 publications that describe interventions for acalculia, with a total of N=31 patients, and one unpublished public report of app-based intervention involving 18 patients. The majority of interventions (10) were designed to improve relearning of multiplication tables, followed by those designed to improve transcoding skills (4). All identified interventions were delivered individually (i.e., no group interventions), and were largely tailored to individual patients. The most common method used by interventions was intense repetition (‘drill’), and the majority of interventions were conducted in French or German. We found only one intervention in non-European language (Japanese), despite evidence of linguistic effects on performance across languages and cultures. While all interventions were effective, there were important differences in the transferability of improvement from trained to untrained problems. Overall, the review highlights the scarcity of evidence of interventions for acalculia, despite the high prevalence and devastating impact of the condition. It also highlights obvious gaps, and makes suggestions for further investigation in order to improve the quality of interventions and outcomes for patients.

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Section: Discussionmentioning

confidence: 99%