Training basic numerical skills in children with Down syndrome using the computerized game "The Number Race"

Area of Science:

• Cognitive Psychology
• Developmental Psychology
• Special Education

Background:

• Individuals with Down syndrome (DS) often exhibit deficits in basic numerical skills, impacting daily life and academic math.
• Targeted interventions are crucial to enhance numeracy in children with DS.

Purpose of the Study:

• To assess the effectiveness of the "The Number Race" computerized game in improving basic numerical skills in children with DS.
• To compare the impact of numerical skills training versus reading skills training on numeracy in this population.

Main Methods:

• An experimental group (N=30) played "The Number Race" for 10 weeks, while a control group (N=31) used reading software.
• Numerical and reading skills were assessed pre-training, post-training, and at a 3-month follow-up.

Main Results:

• The experimental group showed significant improvements in specific numerical skills and mental calculation, maintained at follow-up.
• While the control group also improved in number skills, the gains were less pronounced than in the experimental group.
• No significant improvements in reading skills were observed in the experimental group.

Conclusions:

• "The Number Race" is a potentially effective tool for enhancing specific numeracy aspects in children with Down syndrome.
• The intervention demonstrates sustained benefits for numerical abilities, suggesting its value in educational settings for DS.