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DCD and MathematicsProfessor Amanda Kirby
Copyright The Dyscovery Centre 2011
DCD
ODD
Conduct disorderSpecific language impairment
Pragmatic language impairment
PDDNOS
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Our interpretation of each of these labels may be
differentCopyright The Dyscovery Centre 2011
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We try to sort the symptoms and signs into boxes and label them up so they can be better understood
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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
2011
We all have a bit of “it”
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Dispelling myths
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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.
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A diagnosis implies a static
picture
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The interactive child
Developing in:Interacting with:Learning by experiences:
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....No man is an island, entire of itself
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But part of a dynamic continuously interacting system
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In reality in the world of specific
learning difficulties“neat” children are
rare
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Start from any point , you will end up seeing an
overlapping picture
Behaviour
ADHD
DCD
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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)
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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)
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Language + movement
(Missiuna and Gaines,2007)
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ADHD + Dyslexia
25%-
40% 3-6%3-6%
Early manifestation of delayed language & inattention
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Kirby and Salmon,2007Copyright The Dyscovery Centre
2011
So THERE is spectrum of difficulties
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What is DCD?
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DCD
Changing terminology– clumsy child syndrome– minimal brain dysfunction– developmental dyspraxia
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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
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Motor ImpairmentMotor difficulties as a primary defining condition
e.g.
• Cerebral palsy
• Developmental Coordination Disorder
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Motor Impairment
Motor difficulties as a secondary defining characteristic:
Learning difficulties - general/specificSensory difficulties - sight/hearing/otherAttention and Behaviour difficulties - e.g.
ADHD
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A diagnosis of DCD does not imply a cause
… it is a collection of symptoms (similar to ADHD, Dyslexia etc.)
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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
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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
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Gender
• Reported to be 3:1• Internalisation v externalisation of
symptoms• Parents concerns and perceptions may
differ for boys and girls
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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
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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
2011
Pain in a hand
Is the chair too low
Is there too much noise to hear what to copy
Too much to remember
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What is dyscalculia?
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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.
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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!
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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
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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
2011
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
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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
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Assessment• Standardised Mathematical tests- WAND,
or comparison to peers of similar age
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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
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Why may these overlap?
Dyslexia
Receptive language
Auditory processing
Visualprocessing
SLI difficulties DCD
Motor difficultiesEF
ADHD
reading spelling maths writing
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What is auditory memory?
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Auditory memory
• Remembering a series of instructions• A “small floppy disk”• Difficulty discriminating sounds and coping
with background noise
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Auditory memory
7
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Auditory memory
7 3
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Auditory memory
7 3 4
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Auditory memory
7 3 4 5
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Auditory memory
7 3 4 5 9
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Auditory memory
7 3 4 5 9 4
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Auditory memory
7 3 4 5 9 4 2
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Auditory memory
7 3 4 5 9 4 2 8
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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
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UM
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TZLD
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K X C E J O
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A V C Y I S E H
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L B F Q R P M A U X
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Z Q E C T B U M O N R V
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Find the face
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Adventure
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Bat
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Cat
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Bat
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Planning and executive functioning difficulties
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Presents with
• Difficulties working through a problem• Planning work• Prioritising• Selecting key information from a body of
words
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Attention DIFFICULTIES
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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
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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
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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
2011
How do you help
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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
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The understanding of maths
Joan has 12 sweets. She has twice as manysweets as Leela. how many has Joan got?
?
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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?
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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….
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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
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45 minutes
5 minutes
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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
2011
Making maths real
Cookery
Weights and measures
Shape- geometry
Half and quarters
Language
Planning
Motor skills Copyright The Dyscovery Centre 2011
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
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The tools of maths
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Scissors
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Recording maths
• Use set symbols for science• Larger maths paper with bigger squares
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If difficult in visualising or hearing it
• Need to feel and see it
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If difficult in visualising or hearing it
• Need to feel and see it
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Visual prompts
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Circle scribe
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Functional mathematics
• Handling money• Filling in a form
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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
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“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
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Maths and movement
• Fishing game- for numbers• Adding and subtracting- crawling to the
end of the room
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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.
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Playing Bingo• Bingo card maker :http://www.teach-
nology.com/web_tools/materials/bingo/
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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)
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CDROM- Steve ChinnWhat do you do when you can’t learn times tables
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• http://www.woodlands-junior.kent.sch.uk/maths/index.html
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Ten ticks http://www.10ticks.co.uk/s_help.aspx
http://www.math.com/students/tools.html
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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
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