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Multimedia Battery for Assessment of Cognitive and Basic Skills in Mathematics BM-PROMA

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Math Abilities Among Children with Neurodevelopmental Difficulties: Understanding Cognitive Factors and Evaluating a

Danielle Mattson¹, Kathryn Kryska², Jacqueline Pei¹

¹Department of Educational Psychology, University of Alberta, Edmonton, AB, Canada.

Canadian Journal of School Psychology

|August 26, 2024

Summary

A math intervention improved math skills in children with neurodevelopmental difficulties by targeting executive functions (EF), working memory (WM), and visual-motor integration (VMI). Verbal WM uniquely predicted math ability, and the intervention showed significant gains for most participants.

Keywords:

Elementary school assessment of interventions/outcomes disciplines & subjects educational psychology mathematics participants

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Area of Science:

Cognitive Psychology
Developmental Psychology
Educational Psychology

Background:

Math development in children is influenced by executive functions (EF), working memory (WM), and visual-motor integration (VMI).
Understanding these cognitive underpinnings is crucial for supporting children with neurodevelopmental difficulties in math.
Children with neurodevelopmental difficulties often exhibit below-average math performance.

Purpose of the Study:

To investigate the unique contributions of EF, WM, and VMI to math abilities in children aged 5-8 with neurodevelopmental difficulties.
To evaluate the effectiveness of a modified group-delivered math intervention (MILE) supporting these cognitive processes in a school setting.
To explore correlations between participant characteristics (age, IQ) and math score changes post-intervention.

Main Methods:

A quasi-experimental waitlist control design with 28 participants (ages 5-8) with neurodevelopmental difficulties.
Baseline assessment of math abilities, EF, WM, and VMI.
Comparison of math gains between an immediate intervention group and a waitlist control group, followed by intervention for the control group.

Main Results:

At baseline, math scores were significantly below the normative mean across all areas.
EF, WM, and VMI were highly correlated with math ability; verbal WM was the sole unique predictor.
The MILE intervention group showed significantly greater overall math gains compared to the control group.
Over half of math content areas showed significant improvement, with 85.7% of participants demonstrating reliable change in at least one area.

Conclusions:

The MILE intervention effectively improved math abilities in children with neurodevelopmental difficulties.
Targeting executive functions, working memory, and visual-motor integration is a promising approach for math intervention.
Verbal working memory plays a critical role in predicting math performance in this population.