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The relationship between medical impairments and arithmetic development in children with cerebral palsy

Kathleen M Jenks1, Ernest C D M van Lieshout, Jan de Moor

  • 1Behavioral Science Institute, Radboud University, Nijmegen, The Netherlands. k.jenks@pwo.ru.nl

Journal of Child Neurology
|May 2, 2009
PubMed

Insights

Children with cerebral palsy in special education show concerns in arithmetic fact automatization by second grade. Slower responses and lower accuracy are linked to nonverbal intelligence and epilepsy, not motor impairment.

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Educational Psychology

Background:

  • Cerebral palsy (CP) affects motor skills and can impact cognitive development.
  • Understanding arithmetic development in children with CP is crucial for targeted educational support.
  • Previous research has not fully elucidated factors influencing arithmetic skills in children with CP across different educational settings.

Purpose of the Study:

  • To compare arithmetic abilities in children with cerebral palsy (CP) in special versus mainstream education.
  • To identify factors associated with arithmetic performance differences in children with CP.
  • To assess the automatization of arithmetic facts by the end of second grade in children with CP.

Main Methods:

  • Arithmetic ability was assessed in first and second graders with CP (verbal IQ >= 70) in special (n=41) and mainstream (n=16) education.
  • A control group of 16 children in mainstream education was included.
  • Performance metrics included accuracy and verbal response times; potential influencing factors like CP localization, motor impairment, nonverbal intelligence, epilepsy, and left-hand impairment were analyzed.

Main Results:

  • Children with CP in special education demonstrated incomplete automatization of arithmetic facts by second grade.
  • These children exhibited lower accuracy and slower verbal response times compared to controls.
  • Slower verbal responses were associated with left-hand impairment, while lower accuracy and slower responses were linked to nonverbal intelligence and epilepsy, independent of CP localization or gross motor impairment.

Conclusions:

  • Children with CP in special education face significant challenges in developing automatic arithmetic skills.
  • Nonverbal intelligence and epilepsy are key factors influencing arithmetic deficits in children with CP.
  • Early identification and intervention focusing on cognitive and neurological factors are essential for improving arithmetic outcomes in children with CP.

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