The Effect of Cerebral Palsy on Arithmetic Accuracy is Mediated by Working Memory, Intelligence, Early Numeracy, and Instruction Time

Jenks, Kathleen; Moor, Jan de; Lieshout, E.C.D.M. van; Maathuis, Karel G. B.; Keus, Inge; Gorter, Jan Willem

doi:10.1080/87565640701539758

Cited by 50 publications

(49 citation statements)

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“…van Rooijen et al (2012 reported that CP children's RCPM performance was significantly correlated (r = 0.61) with their arithmetic abilities at ages 6-8 years. In other studies, RCPM assessments have had a strong association with basic mathematical abilities in children with CP who attend mainstream schools as well as those who attend special schools (Jenks et al, 2007). Furthermore, this assessment has been found to correlate significantly with addition and subtraction tests in CP children aged between 6 and 11 years (van Rooijen, Verhoeven, & Steenbergen, 2011).…”

Section: Mathematical Abilities Visual-spatial Abilities and Cerebrmentioning

confidence: 97%

“…Related to this, many children with CP have difficulties with developing mathematical concepts (Jenks, val Lieshout & de Moor, 2012;van Rooijen et al, 2012). Previous research into the mathematical abilities in CP have identified associations with mathematics and visual-spatial impairment such as visual short term memory (Jenks et al, 2009;Peeters, Verhoeven, & de Moor, 2009); non-verbal matrices tasks (van Rooijen et al, 2012;Jenks et al, 2007); and mental rotation abilities (Courbois, Coello, & Bouchart, 2004). Thus, our investigation builds on previous research by seeking to determine the precise profile of visualspatial deficits in a group of children with CP, and by investigating whether the reported deficits in visual-spatial cognition and mathematics are associated.…”

Section: Introductionmentioning

confidence: 99%

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Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy

Critten

Campbell

Farran

et al. 2018

Research in Developmental Disabilities

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A B S T R A C TBackground: Previous research suggests that children with cerebral palsy (CP) have impairments in visual-spatial and mathematics abilities, although we know very little about the association between these two domains. Aims: To investigate the extent of visual-spatial and mathematical impairments in children with CP and the associations between these two domains. Method and Procedure: Thirty-two children with predominantly quadriplegic spastic and/or athetoid (dyskinetic) CP (13 years 7 months) and a group of typically developing (TD) children (8 years 6 months) matched by receptive vocabulary were given a battery of visual-spatial and mathematics tasks. Visual-spatial assessments ranged from simple tests of perception to complex reasoning about these stimuli. A standardised test of mathematics ability was administered to both groups. Outcomes and Results: The children with CP had significantly poorer mathematical and visualspatial abilities than the TD group. For the TD group age was the best predictor of mathematical ability, in the CP group receptive vocabulary and visual perception abilities were the best predictors of mathematical ability. Conclusion and Implications: The CP group had extensive difficulties with visual perception; visual short-term memory; visual reasoning; and mental rotation all of which were associated with their mathematical abilities. These findings have implications for the teaching of visual perception and visual memory skills in young children with CP as these may help the development of mathematical abilities. What this paper addsResults supported and extended previous research. Children with CP, in comparison with a TD group, were found to have impairments to visual-spatial perception including processing information in visual short-term memory, in mental rotation tasks and in matrices reasoning tasks. The CP group also had significantly poorer mathematical abilities than the TD group. We provide additional information about the presence of significant relationships between visual-spatial perceptual abilities and the mathematical abilities of both groups of children. We demonstrated that the CP group showed extensive, significant relationships between visual-spatial tests and their mathematical abilities. These findings suggest the potential importance of teaching and developing visual-spatial https://doi

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Section: Mathematical Abilities Visual-spatial Abilities and Cerebrmentioning

confidence: 97%

Section: Introductionmentioning

confidence: 99%

Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy

Critten

Campbell

Farran

et al. 2018

Research in Developmental Disabilities

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“…[10][11][12][13][14][15] In one study, children aged 9 to 13 years with unilateral (n=14) or bilateral CP (n=18) were found to have attentional and executive function impairments.…”

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confidence: 99%

Executive function in children and adolescents with unilateral cerebral palsy

Bodimeade

Whittingham

Lloyd

et al. 2013

Develop Med Child Neuro

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AIM The aim of this study was to compare executive function in children with left-and rightsided unilateral cerebral palsy (CP) and typically developing children.METHOD There was a cross-sectional cohort of 46 children with unilateral CP (24 right-side, 22 left-side; 25 males, 21 females; mean age 11y 1mo, SD 2y 5mo) and 20 typically developing children (nine males, 11 females; mean age 10y 10mo, SD 2y 4mo). Four cognitive domains of executive function were assessed: attentional control, cognitive flexibility, goal setting, and information processing. Subtests from the Delis-Kaplan Executive Function System, the Test of Everyday Attention for Children, the Rey-Osterrieth Complex figure, and the Wechsler Intelligence Scale for Children -Fourth Edition were utilized. Between-group differences (right unilateral CP, left unilateral CP, and typically developing children) were examined using analyses of covariance. RESULTSChildren with CP performed significantly more poorly than typically developing children on all executive function measures (aggregate executive function: F(1,63)=31.16; p<0.001; g 2 =0.33). There were no significant differences between children with left and right unilateral CP, except in the case of inhibition/switching total errors, with children with left unilateral CP making fewer errors than children with right unilateral CP (F(1,39)=4.14; p=0.049; g 2 =0.1).INTERPRETATION Children and adolescents with unilateral CP experience difficulties across multiple executive function domains compared with typically developing children, irrespective of the side of hemiplegia. This finding supports an early vulnerability model of early brain injury and has implications for intervention for children with CP.Cerebral palsy (CP) is the leading cause of childhood physical disability worldwide, with financial expenditure in Australia totalling Aus$ 1.47 billion in 2007.1,2 Unilateral CP is the most common type of CP among children born at term and the second most common type in children born preterm, with an incidence of 1 in 1300 live births. 1,3 Children with unilateral CP experience one-sided motor and postural deficits and many experience difficulties with emotional and behavioural skills 4 and cognitive functions. 5Despite this, there is a paucity of research examining the neuropsychological outcomes of these children. Executive function is necessary for the successful completion of everyday activities and is an umbrella term that encompasses skills necessary for novel, goal-directed, and complex activity including self-regulation, problem solving, and organization.6 Deficits may manifest as an inability to focus and attend to tasks, perseveration, increased errors without subsequent self-correction, and taking longer to complete tasks. 6 There is no one way to define or conceptualize executive function as, by its very nature, it comprises a multitude of higher-order cognitive skills. A conceptual executive function framework in children and adolescents was proposed by Anderson, 7 and operationalizes execut...

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“…According to most researchers, the most often noted disorders in children with cerebral palsy are disturbed spatial perception (up to 80%), body scheme (up to 75%), constructional activity (up to 60%) and kinesthetic praxis (up to 60%) [1,8,19,20]. The main types of intellectual development pathology at CP are mental retardation of different severity level and borderline forms of intellectual deficiency characterized by milder and to a large degree reversible cognitive activity disorders [1,8,14,19,20].…”

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confidence: 99%

“…The main types of intellectual development pathology at CP are mental retardation of different severity level and borderline forms of intellectual deficiency characterized by milder and to a large degree reversible cognitive activity disorders [1,8,14,19,20].…”

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confidence: 99%

Psychological Aspects of Complex Medical and Social Rehabilitation of Disabled Children With Cerebral Palsy

Nemkova¹,

Маслова²,

Каркашадзе³

et al. 2013

Pediatr. farmakol.

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The Effect of Cerebral Palsy on Arithmetic Accuracy is Mediated by Working Memory, Intelligence, Early Numeracy, and Instruction Time

Cited by 50 publications

References 22 publications

Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy

Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy

Executive function in children and adolescents with unilateral cerebral palsy

Psychological Aspects of Complex Medical and Social Rehabilitation of Disabled Children With Cerebral Palsy

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