The Relation between Inattentive and Hyperactive/Impulsive Behaviors and Early Mathematics Skills

Autor/inn/en	Sims, Darcey M.; Purpura, David J.; Lonigan, Christopher J.
Titel	The Relation between Inattentive and Hyperactive/Impulsive Behaviors and Early Mathematics Skills
Quelle	20 (2016) 8, S.704-714 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/1087054712464390
Schlagwörter	Hyperactivity; Correlation; Preschool Children; Mathematics Skills; Behavior Problems; Rating Scales; Attention Span; Measures (Individuals); Performance Tests; Achievement Tests; Numeracy; Cognitive Ability; Intelligence Tests; Statistical Analysis; Florida; Conners Teacher Rating Scale; Continuous Performance Test; Stanford Binet Intelligence Scale; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Hyperaktivität; Korrelation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Rating-Skala; Messdaten; Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Achievement test; Achievement; Testing; Test; Tests; Leistung; Testdurchführung; Testen; Rechenkompetenz; Denkfähigkeit; Intelligence test; Intelligenztest; Statistische Analyse
Abstract	Objective: Despite strong evidence that inattentive and hyperactive/impulsive behaviors are associated with mathematical difficulties in school-age children, little research has been conducted to examine the link between these constructs before the start of formal education. The purpose of this study was to examine how different manifestations of inattentive and hyperactive/impulsive behaviors, as measured by different assessment tools, are related to early mathematics skills in preschoolers. Method: Eighty-two preschool children completed a measure of early mathematics and the Continuous Performance Test (CPT). Teachers rated children's behaviors using the Conners' Teacher Rating Scale--15 Item. Sixty-five of these children completed mathematics assessments 1 year later. Results: Teacher ratings of inattention were uniquely related to concurrent early mathematics skills, whereas CPT errors were uniquely predictive of early mathematics skills 1 year later. Conclusion: Findings have implications for the understanding and assessment of behavior problems that are associated with early mathematics difficulties. [This article was published in "Journal of Attention Disorders," v20 n8 p704-714 Aug 2016.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01