Liane Kaufmann1, Michael von Aster. 1. UMIT-Private University of Health Sciences, Medical Informatics and Technology, Institute for Applied Psychology Hall in Tyrol, Austria. liane.kaufmann@ymail.com
Abstract
BACKGROUND: Dyscalculia is defined as difficulty acquiring basic arithmetic skills that is not explained by low intelligence or inadequate schooling. About 5% of children in primary schools are affected. Dyscalculia does not improve without treatment. METHODS: In this article, we selectively review publications on dyscalculia from multiple disciplines (medicine, psychology, neuroscience, education/special education). RESULTS: Many children and adolescents with dyscalculia have associated cognitive dysfunction (e.g., impairment of working memory and visuospatial skills), and 20% to 60% of those affected have comorbid disorders such as dyslexia or attention deficit disorder. The few interventional studies that have been published to date document the efficacy of pedagogic-therapeutic interventions directed toward specific problem areas. The treatment is tailored to the individual patient's cognitive functional profile and severity of manifestations. Psychotherapy and/or medication are sometimes necessary as well. CONCLUSION: The early identification and treatment of dyscalculia are very important in view of its frequent association with mental disorders. Sufferers need a thorough, neuropsychologically oriented diagnostic evaluation that takes account of the complexity of dyscalculia and its multiple phenotypes and can thus provide a basis for the planning of effective treatment.
BACKGROUND:Dyscalculia is defined as difficulty acquiring basic arithmetic skills that is not explained by low intelligence or inadequate schooling. About 5% of children in primary schools are affected. Dyscalculia does not improve without treatment. METHODS: In this article, we selectively review publications on dyscalculia from multiple disciplines (medicine, psychology, neuroscience, education/special education). RESULTS: Many children and adolescents with dyscalculia have associated cognitive dysfunction (e.g., impairment of working memory and visuospatial skills), and 20% to 60% of those affected have comorbid disorders such as dyslexia or attention deficit disorder. The few interventional studies that have been published to date document the efficacy of pedagogic-therapeutic interventions directed toward specific problem areas. The treatment is tailored to the individual patient's cognitive functional profile and severity of manifestations. Psychotherapy and/or medication are sometimes necessary as well. CONCLUSION: The early identification and treatment of dyscalculia are very important in view of its frequent association with mental disorders. Sufferers need a thorough, neuropsychologically oriented diagnostic evaluation that takes account of the complexity of dyscalculia and its multiple phenotypes and can thus provide a basis for the planning of effective treatment.
Authors: K A Pettigrew; S F Fajutrao Valles; K Moll; K Northstone; S Ring; C Pennell; C Wang; R Leavett; M E Hayiou-Thomas; P Thompson; N H Simpson; S E Fisher; A J O Whitehouse; M J Snowling; D F Newbury; S Paracchini Journal: Genes Brain Behav Date: 2015-04-01 Impact factor: 3.449
Authors: Liane Kaufmann; Michèle M Mazzocco; Ann Dowker; Michael von Aster; Silke M Göbel; Roland H Grabner; Avishai Henik; Nancy C Jordan; Annette D Karmiloff-Smith; Karin Kucian; Orly Rubinsten; Denes Szucs; Ruth Shalev; Hans-Christoph Nuerk Journal: Front Psychol Date: 2013-08-21
Authors: Tanja Käser; Gian-Marco Baschera; Juliane Kohn; Karin Kucian; Verena Richtmann; Ursina Grond; Markus Gross; Michael von Aster Journal: Front Psychol Date: 2013-08-05