DCD and Mathematics Keele Feb pdf

DCD and MathematicsProfessor Amanda Kirby

Copyright The Dyscovery Centre 2011

Conduct disorderSpecific language impairment

Pragmatic language impairment

PDDNOS

Our interpretation of each of these labels may be

differentCopyright The Dyscovery Centre 2011

We try to sort the symptoms and signs into boxes and label them up so they can be better understood

What’s your style? (trait)• Make some spelling errors, need to re-read

words on the page, take longer than others to retain information

• Slower learning a new skill, difficulty with right and left, a bit clumsy, took longer than others to learn to drive

• Find it hard to sit still, prefer to flit from one thing to another, see the big picture but not so good at the detail

• Prefer detail, not so good at the big picture, uncomfortable in large social groups, don’t always get the jokes, take things literallyCopyright The Dyscovery Centre

We all have a bit of “it”

Dispelling myths

THINKING

TASTING

HOLDING AND SITTING

TEMPERATURE AND REGULATION

REMEMBER

EATING A SANDWICH AND READING

ACTIONS ARE NOT IN ISOLATIONCopyright The Dyscovery Centre 2011

Right and left brains are connected by Corpus Callosum

•Language processing, once believed to be left- hemisphere-only, is now understood to take place in both hemispheres

•The left side processes grammar and pronunciation while the right processes intonation.

•The right hemisphere seems to deal with a general sense of space, while the left hemisphere deals with objects in specific locations.

A diagnosis implies a static

picture

The interactive child

Developing in:Interacting with:Learning by experiences:

....No man is an island, entire of itself

But part of a dynamic continuously interacting system

In reality in the world of specific

learning difficulties“neat” children are

Start from any point , you will end up seeing an

overlapping picture

Behaviour

Behaviour + LanguageChildren with poor understanding have more

behaviorual difficulties

Children with difficulty expressing themselves-more socially withdrawn and anxious

Summary by the Centre for Integrated Healthcare Research, 2006Copyright The Dyscovery Centre 2011

Conduct + Language+ autistic features

2/3rds of children with conduct disorders had pragmatic language impairments

Gilmour et al (2004)

ADHD + Asperger’s

21% of children with severe ADHD met criteria for Asperger’s syndrome

36% showed ‘autistic traits’

(Fitzgerald and Corvin, 2001)Copyright The Dyscovery Centre 2011

Asperger’s + ADHD

More than 50% of adolescents with Asperger’s showed moderate to severe symptoms of inattention and hyperactivity

(Lecavalier ,2006,Fombonne et al ,2001)

Language + movement

(Missiuna and Gaines,2007)

ADHD + Dyslexia

40% 3-6%3-6%

Early manifestation of delayed language & inattention

Kirby and Salmon,2007Copyright The Dyscovery Centre

So THERE is spectrum of difficulties

What is DCD?

Changing terminology– clumsy child syndrome– minimal brain dysfunction– developmental dyspraxia

Motor Impairments

A number of children have difficulties They can be placed in 2 main categories:

– motor difficulties as a primary defining condition

– motor difficulties as a secondary defining condition

Motor ImpairmentMotor difficulties as a primary defining condition

• Cerebral palsy

• Developmental Coordination Disorder

Motor Impairment

Motor difficulties as a secondary defining characteristic:

Learning difficulties - general/specificSensory difficulties - sight/hearing/otherAttention and Behaviour difficulties - e.g.

A diagnosis of DCD does not imply a cause

… it is a collection of symptoms (similar to ADHD, Dyslexia etc.)

DCD DSM1V criteriaDefining characteristics:

– A MOTOR IMPAIRMENT- Performance in daily activities that require motor co-ordination is substantially below that expected given the persons chronological age and measured intelligence

– measured with a normative test e.g. M-ABC, BOT ( however only 80% agreement between tests- different tests identify

different children

– B-IMPACTING on • Daily living• Academic achievement

– C and D Exclusionary clauses- intelligence, CP and other pervasive disorders

– And not due to a general medical condition– If mental retardation is present the motor difficulties are in excess of

those usually associated with it

DCD• Incidence - about 6%

• Depends on why are you looking… needs or resource led

• Depends on test you use• Depends on cut off to define the test

Gender

• Reported to be 3:1• Internalisation v externalisation of

symptoms• Parents concerns and perceptions may

differ for boys and girls

Key features of DCD

•Learning new tasks•Self care tasks•Writing – quality and speed•Riding a bike and balance tasks and dual tasking•Team gamesAND often has•Organisational difficulties•Low self esteem and difficulty sustaining friends•Mathematics

But we can make assumptions out difficulties without checking out the

reasonse.g.

A child having difficulties writing down information from a

whiteboardCopyright The Dyscovery Centre

Pain in a hand

Is the chair too low

Is there too much noise to hear what to copy

Too much to remember

What is dyscalculia?

DSM1V315.1 Mathematics DisorderAs measured by a standardized test that is given individually, the patient's mathematical ability is substantially less than you would expect considering age, intelligence and education. This deficiency materially impedes academic achievement or daily living. If there is also a sensory defect, the mathematics deficiency is worse than you would expect with it.

Symptoms and signs• Difficulty learning times tables• Difficulty with geometrical concepts• Difficulty with the “ language ” of

mathematics• Poor time concepts• Poor long term memory (retention &

retrieval) of concept mastery- may be able to perform math operations one day, but draw a blank the next!

Results in

• Poor management of money• Errors doing simple calculations• Difficulty understanding a series of

commands- 2 to the left/1 to the right• Difficulty keeping score in a game• Harder to play strategic games like chess

Core primary mathematical competencies

NumerosityAbility to accurately determine the quantity of sets up to 3 or 4 items, or events, without counting

OrdinalityImplicit understanding of “more than” & “less than” for comparison ofsets of 3 to 4 items

CountingNonverbal system for enumerating small sets of items & implicitknowledge of counting principles (1 to 1 correspondence)

Simple arithmeticSensitivity to increases (addition) and decreases (subtraction) in the quantity ofsmall sets of items

EstimationInexact estimation of relative quantity, magnitude, or size

Geometrymanipulating shapes, visualising

Geary (2007): Child Dev. 78(4)Copyright The Dyscovery Centre

Difficulties can impact on different lessons

Science- weights, measures, recording, using tools

Sport- sequences of instructions, direction, timing, understanding the plan/teams

Geography- map reading, recording, orientation, graphs

History- time lines

CDT- measuring, tool usage, planning, language

Why do children with DCD have mathematics problems?

• Co-existence- DCD + dyscalculia• Consequence- DCD leading to

mathematics difficulties• Common underlying deficits• Co-existence of other developmental

disorders such as SLI

Assessment• Standardised Mathematical tests- WAND,

or comparison to peers of similar age

What are underlying cognitive skills needed for mathematics?

• Visual memory- perception, sequencing• Auditory memory• Language skills-receptive• Motor skills to use tools such as

rulers/protractors• Planning skills- EF

Why may these overlap?

Dyslexia

Receptive language

Auditory processing

Visualprocessing

SLI difficulties DCD

Motor difficultiesEF

reading spelling maths writing

What is auditory memory?

Auditory memory

• Remembering a series of instructions• A “small floppy disk”• Difficulty discriminating sounds and coping

with background noise

Auditory memory

7 3 4 5

Auditory memory

7 3 4 5 9

Auditory memory

7 3 4 5 9 4

Auditory memory

7 3 4 5 9 4 2

Auditory memory

7 3 4 5 9 4 2 8

Signs of visual difficulties• Copying from the board• Needing to reread text• Avoiding reading out in class• Moving in a moving environment• Poor writing – spacing , not on the lines• Words bouncing• Spelling errors- longer words• Not getting their “abc ”• Geometry• Not being able to select key words and sense easily and

quickly

K X C E J O

A V C Y I S E H

L B F Q R P M A U X

Z Q E C T B U M O N R V

Find the face

Adventure

Planning and executive functioning difficulties

Presents with

• Difficulties working through a problem• Planning work• Prioritising• Selecting key information from a body of

Attention DIFFICULTIES

Slow processing

Inattention, as rated by classroom teachers, is a significant of Gr. 1 & Gr. 3 children’s in three key areas

• Fact fluency• Computation• Story problems

Poor working memoryIn completing math problems, students with poor working

memory will have difficulty with:Mental arithmetic• will tend to use ‘finger counting’, • need visual representation, or manipulativesRetrieval of math facts in word problems will tend to use• immature strategies (‘count all’, ‘count on from largest”)

Arithmetic procedures, such as ‘carrying’ &‘borrowing’

Ignoring irrelevant information in word problems

The linguistic difficulties (Tannock)

Word problem Problem type Arithmetic operation

John had three marbles and then Nina gave him six more. How many does he have?

change addition

John had some marbles. Then he gave six marbles to Nina. Now John has three marbles. How many marblesdid John have in the beginning?

change addition

John has three marbles. Nina has six marbles. How many marbles do they have altogether?

combine Addition

John and Nina have nine marbles altogether. John has three marbles. How many marbles does Nina have?

combine subtraction

John has nine marbles. Nina has six marbles. How many marbles does John have more than Nina?

compare subtraction

John has nine marbles. He has six more marbles than Nina. How many marbles does Nina have?

compare subtractionCopyright The Dyscovery Centre

How do you help

Check the language of mathematics

+, add, and, plus, in addition, more

-, take away, minus, less, subtract

Highlight key words in a maths questionProvide a glossary or checklist

The understanding of maths

Joan has 12 sweets. She has twice as manysweets as Leela. how many has Joan got?

Getting harderHarry Potter has asked his friend Hermione for a potion to turn them and their friend Ron into birds. (The flying car is in for repairs, so they need to make the trip to Diagon Alley as birds.) Diagon Alley is 9 miles away and a dose of Hermione's potion lasts 50 minutes. They only have enough potion for one dose each. If they can go 24 miles an hour as birds, and they start at 4:30 p.m., can they get to Diagon Alley and back to Hogwarts again before the potion runs out at 5:20 p.m.? If so, how much time will they be able to spend in the Alley?

Breaking down the problemWhat exactly is the question you need to answer?• What do you need to know- what can you ignore• Can you draw a picture or rewrite the question in your

own words• Is there a formula you need to answer this- have you the

skills to do this• Have you checked your results• Have you been given enough time• Have you got the answer write but written it down wrong• Are you anxious….

Too many words

Don’t understand the words

Too little time

Can’t show workings

Work very untidy

Not sure of the process- where to start

Not sure what calculation to do

Know the calculation but make an error

Misread it

Need to reread it several times before starting

45 minutes

5 minutes

If planning is an issue• Check the student understands the

expected outcome• Providing worked model answers with the

processes as examples • Provide steps to complete- a scaffold• Talk through what is required by the

student- what skills are needed, how will points be apportioned in a test

• Provide a glossary of terms to refer toCopyright The Dyscovery Centre

Making maths real

Cookery

Weights and measures

Shape- geometry

Half and quarters

Language

Planning

The process and the product

• Do a problem on a tablet PC and then upload the process to a website- see the process in action

The tools of maths

Scissors

Recording maths

• Use set symbols for science• Larger maths paper with bigger squares

If difficult in visualising or hearing it

• Need to feel and see it

If difficult in visualising or hearing it

• Need to feel and see it

Visual prompts

NUMICON www.numicon.comCopyright The Dyscovery Centre

Circle scribe

Functional mathematics

• Handling money• Filling in a form

Using ICTTopics covered include: • Numeracy with number

questions on the four rules, decimals, fractions etc

• Angles, what they are and how they differ

• Telling the time, with time intervals of days, months and years

• Measures includes length, volume and mass

• Shape and Space Maths mania

“Maths Circus”Topics covered include:• Spatial awareness • 3-dimensional geometry • Addition and multiplication • Investigating direction and

angle, compass bearings, time and vectors

• Positive and negative numbers • Planning a sequence of moves

in advance, and executing them later on

Maths and movement

• Fishing game- for numbers• Adding and subtracting- crawling to the

end of the room

Math talkMathTalk & Scientific

Notebook is a bolt on bundle for Dragon NaturallySpeaking

• for creating, editing and typesetting mathematics and scientific equations by voice.

• The program has learning modules for algebra, trigonometry, calculus, statistics and video demos demonstrating how to use features.

Playing Bingo• Bingo card maker :http://www.teach-

nology.com/web_tools/materials/bingo/

Resources

• http://www.teachingideas.co.uk/maths/contents02problems.htm

• ICT in Maths;Alison Clark-Jeavons :ISBN: 1 85539 191 0,Exciting

• Precision maths(http://www.johnandgwyn.co.uk/home.html)

CDROM- Steve ChinnWhat do you do when you can’t learn times tables

• http://www.woodlands-junior.kent.sch.uk/maths/index.html

Ten ticks http://www.10ticks.co.uk/s_help.aspx

http://www.math.com/students/tools.html

Conclusions

• There are different reasons for someone finding mathematics difficult

• It is necessary to “ tease” out the reasons to find the right approach to help

• This often overlaps with DCD• Sometimes the child needs confidence to

become competent

DCD and Mathematics Keele Feb pdf

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