Numerical and Calculation Abilities in Children with ADHD

Autor/inn/en	Colomer, Carla; Re, Anna M.; Miranda, Ana; Lucangeli, Daniela
Titel	Numerical and Calculation Abilities in Children with ADHD
Quelle	In: Learning Disabilities: A Contemporary Journal, 11 (2013) 2, S.1-15 (15 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1937-6928
Schlagwörter	Numeracy; Computation; Mathematics Skills; Children; Attention Deficit Hyperactivity Disorder; Elementary School Students; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Age Differences; Mental Computation; Time; Arithmetic; Mathematics Instruction; Elementary School Mathematics; Foreign Countries; Italy + Suchen Sie Ihr Suchwort? Rechenkompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Child; Kind; Kinder; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Age; Difference; Age difference; Altersunterschied; Kopfrechnen; Zeit; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Mathematics lessons; Mathematikunterricht; Elementare Mathematik; Schulmathematik; Ausland; Italien
Abstract	The aim of this study was to investigate the specific numerical and calculation abilities of 28 children with ADHD without comorbid mathematical learning disabilities (LD), ranging from the 1st to the 5th grade of primary school, and to examine the stability or the development of the arithmetic profile. Our results showed that a high percentage of children with ADHD have severe difficulties on numerical and calculation tasks, particularly with counting and arithmetical facts, and these percentages increase with age. Whereas younger children show more problems with lexical processes, for older children, mental calculation and counting processes are particularly difficult. The older students had a statistically worse performance than the younger students on the two measures of time (i.e., mental calculation time and counting time), indicating automatization deficits. This study underlines the importance for teachers to taking the individual arithmetic profiles of children with ADHD into account and of identifying the processes which should be enhanced through education and teaching interventions. (As Provided).
Anmerkungen	Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06