Rechenstörungen im Kindesalter

Zusammenfassung: Die Prävalenz umschriebener Rechenstörungen ist etwa ebenso hoch wie die der Lese-Rechtschreib-Störungen. Komorbide psychische Störungen, v.a. Ängste, depressive Symptome und ADHD, sind besonders häufig. Die Entstehungs- und Verlaufsbedingungen sind noch weniger gut erforscht als bei der Legasthenie. Spezifisch Zahlen verarbeitende Hirnfunktionen sind sowohl sprachlich als auch visuell-räumlich determiniert und in verschiedenen Hirnregionen lokalisiert. Es kann davon ausgegangen werden, dass bei Kindern mit Rechenstörungen die Prozesse des Aufbaus und der Vernetzung entsprechender neuronaler Strukturen durch Einflüsse aus Anlage und Umwelt behindert werden. Daraus resultieren unterschiedliche Subtypen von mathematischen Lernschwierigkeiten. Individuell angepasste, möglichst schulnahe Therapie- und Fördermaßnahmen müssen auf einer frühzeitigen, inhaltsspezifischen und neuropsychologischen Diagnostik basiere

Psychiatric, neuropediatric, and neuropsychological symptoms in a case of hypomelanosis of Ito

This case report presents a thirteen year-old boy who was diagnosed as having Hypomelanosis of Ito. The developmental history includes severe failure to thrive, and moderate atypical autism as well as diverse clinical and neuropsychological symptoms are present. The pattern of neuropsychological functioning, which can be partially related to the neurophysiological findings, is discussed within the context of existing neuropsychological theories about autistic disorder

Developmental dyscalculia in adults: Current issues and open questions for future research.

Developmental dyscalculia (DD) is a chronic condition that poses not only a barrier to employment and socio-emotional wellbeing but that also persists into adulthood. Thus, understanding the neuro-cognitive foundations of DD is relevant for both children and adults with DD. However, so far the vast majority of scientific research endeavours has been dedicated to the study of DD in children only. Consequently, our current understanding of DD in adulthood is rather patchy. The main aim of the present review is to summarize the scientific findings on DD in adults by focusing on its cognitive manifestations and neural substrates in adults. For instance, research on DD in adulthood suggests that – beyond an outstanding deficiency in number processing – the processing of non-numerical magnitudes and domain-general skills seem to be also impaired in adults suffering from persistent DD. A secondary aim of this review is to delineate future lines of research that will provide us with a more elaborate understanding of the neurocognitive underpinnings of DD in adults (thus fostering the development of sensitive diagnostic marker tasks), and to formulate potential intervention areas targeting deficiencies frequently characterizing DD in adults

Partizipation von Studierenden mit neurokognitiven Beeinträchtigungen am Beispiel von ADHS und spezifischen Lernstörungen

Zusammenfassung: Das Hauptziel des vorliegenden Beitrags ist eine kritische Reflexion der Situation von Studierenden mit neurokognitiven Beeinträchtigungen in Hinblick auf deren Partizipation im universitären Setting. Nach einer kurzen Erläuterung der aktuellen universitätsrechtlichen Rahmenbedingungen in Deutschland, Österreich und der Schweiz werden (i) am Beispiel von Aufmerksamkeitsstörungen und spezifischen Lernstörungen charakteristische Schwierigkeiten von betroffenen Studierenden beim Studium anhand von Fallvignetten dargestellt und (ii) Ziele in Hinblick auf eine gelingende Partizipation und Chancengleichheit für Studierende mit Beeinträchtigungen skizziert. Anhand eines tentativen Rahmenmodells zur Förderung der Partizipation diskutieren wir die Notwendigkeit differenzierter universitätsinterner und -externer struktureller Rahmenbedingungen, die zusätzlich zu den bereits bestehenden – aber nicht ausreichenden – universitätsinternen Maßnahmen wie dem Nachteilsausgleich implementiert werden sollten. Participation of University Students with Neurocognitive Deficiencies: Evidence from ADHD and Specific Learning Disorders Abstract: This paper critically reflects on the current situation of students with neurocognitive deficiencies regarding their participation in the academic setting. After providing a brief summary of the relevant judicial frameworks implemented at universities in Germany, Austria, and Switzerland, we (1) present single-case histories to delineate characteristic difficulties encountered by students with attention and/or specific learning disorders; and (2) formulate a desirable target state regarding successful participation and equal opportunities for students with neurocognitive deficiencies. We suggest a tentative model targeted at fostering students’ participation and discuss the necessity to provide effective basic parameters at different levels both within and outside the academic setting which go beyond the currently offered disadvantage compensation

Dyscalculia from a developmental and differential perspective

Developmental dyscalculia (DD) and its treatment are receiving increasing research attention. A PsychInfo search for peer-reviewed articles with dyscalculia as a title word reveals 31 papers published from 1991–2001, versus 74 papers published from 2002–2012. Still, these small counts reflect the paucity of research on DD compared to dyslexia, despite the prevalence of mathematical difficulties. In the UK, 22% of adults have mathematical difficulties sufficient to impose severe practical and occupational restrictions (Bynner and Parsons, 1997; National Center for Education Statistics, 2011). It is unlikely that all of these individuals with mathematical difficulties have DD, but criteria for defining and diagnosing dyscalculia remain ambiguous (Mazzocco and Myers, 2003). What is treated as DD in one study may be conceptualized as another form of mathematical impairment in another study. Furthermore, DD is frequently—but, we believe, mistakenly- considered a largely homogeneous disorder. Here we advocate a differential and developmental perspective on DD focused on identifying behavioral, cognitive, and neural sources of individual differences that contribute to our understanding of what DD is and what it is not

Kinder mit Dyskalkulie fokussieren spontan weniger auf Anzahligkeit

Abstract in English Extended abstractChildren with Developmental Dyscalculia Focus Spontaneously Less on NumerositiesChildren differ in how much they spontaneously pay attention to quantitative aspects in their surroundings. The tendency to Spontaneously Focus On Numerosity (SFON) can be quantified and provides a stable and sensitive measure of using exact enumeration (Hannula &amp; Lehtinen, 2005;&nbsp;Hannula, Lepola &amp; Lehtinen, 2010;&nbsp;Hannula, Mattinen &amp; Lehtinen, 2005;&nbsp;Hannula, R&auml;s&auml;nen &amp; Lehtinen, 2007). Moreover, SFON-behaviour is positively related to counting and mathematical abilities (Hannula &amp; Lehtinen, 2005;&nbsp;Hannula et al., 2007). Children who focus more on numbers show better performance in numerical tasks. In addition, the amount of SFON seems to develop consistently over time. Therefore, SFON can be used as a predictor of future numerical development (Hannula et al., 2010).In children with developmental dyscalculia (DD), the acquisition of numerical abilities is specifically impaired. These children have problems in basic numerical skills, like counting or the fast and accurate enumeration of small numerosities (subitizing), the understanding of cardinal and ordinal principles, as well as in higher mathematical skills, as arithmetic [detailed information about DD can be found e. g. in (Landerl &amp; Kaufmann 2008;&nbsp;Vogel &amp; Ansari 2012;&nbsp;von Aster &amp; Lorenz 2005)]. About 3 &ndash; 6 % of school-children are affected by this learning disability (Reigosa-Crespo et al., 2012;&nbsp;Shalev, Auerbach, Manor &amp; Gross-Tsur, 2000;&nbsp;Shalev &amp; von Aster, 2008;&nbsp;von Aster, Schweiter &amp; Weinhold Zulauf, 2007). In the present study, we have addressed the question whether children with DD differ in their spontaneous tendency to pay attention to exact numerosities.Besides of SFON, a variety of cognitive skills were examined in 76 children between 7 and 11 years of age; half of them were diagnosed with DD. Children with DD and control children were carefully matched for general cognitive abilities, but differed significantly in number-related measures.Results indicated significantly weaker SFON tendency in children with DD, which means that these children pay less attention on the aspect of exact numerosity compared to typically achieving children. Furthermore, the amount of SFON was positively related to number processing. Children who focus spontaneously less on exact quantities performed lower in numerical tasks.Our results indicate that a low SFON tendency depicts a behavioural characteristic of dyscalculia. Why SFON is diminished in DD can have several reasons. Children with DD might neglect or avoid numerical contents in their learning environment, e. g. as a result of receptive deficits, lack of opportunity or appropriate alimentation or as a result of negative learning experiences. As a consequence, they acquire less practice and expertise in mathematical activities which in turn could have negative effects on the development of automated SFON processes. On the other hand,&nbsp;Hannula et al. (2010)&nbsp;speculate that an initial reduction in SFON behaviour during early learning phases might be associated with children&rsquo;s lower tendency to focus on mathematical aspects. Accordingly, a diminished SFON tendency in children with DD could additionally increase their numerical learning difficulties.The amount of focusing on quantities is related to counting skills (Hannula &amp; Lehtinen, 2005;&nbsp;Hannula et al., 2007). Children with DD dwell longer on less experienced counting strategies and show difficulties in subitizing which is connected to lower math performance (Clements &amp; Sarama, 2009;&nbsp;Frank 1989;&nbsp;Geary, Hoard &amp; Hamson, 1999;&nbsp;Jordan, David Kaplan, Locuniak &amp; Ramineni, 2007;Landerl, Bevan &amp; Butterworth, 2004;&nbsp;Schleifer &amp; Landerl, 2011). Such immature counting skills might lead to a reduced SFON tendency in children with DD. However, it might also be possible that deficits in SFON processes are accompanied by problems in the development of higher counting strategies.In summary, the present study showed for the first time that children with DD focus their attention less on quantitative aspects in their natural surrounding. Whether the reduced SFON tendency influences the development of counting and calculation abilities in a negative way or whether a deficit in basic number processing due to dyscalculia results in a diminished SFON amount is open. However, lower SFON behaviour delineates an additional characteristic of developmental dyscalculia and earns special interest since SFON is a stable and sensitive measure of further learning success. SFON tendency might be accounted as an early predictor of dyscalculia risk on the grounds that it can already be assessed in 3.5 year old children. Finally, the encouragement to focus on numerical aspects by adequate learning environments can enhance SFON tendency which positively affects the development of mathematical skills in children (Hannula et al., 2005). Hence, support in the development of SFON behaviour seems also advisable for children with dyscalculia. Abstract in German Zusammenfassung:&nbsp;Wie stark wir spontan auf Anzahligkeit in unserer Umgebung achten wird als SFON (Spontaneous Focussing On Numerosity) bezeichnet. Fr&uuml;here Studien haben gezeigt, dass ein Kind, das st&auml;rkere SFON-Tendenz zeigt, bessere Z&auml;hlfertigkeiten und mathematische Leistungen erbringt. SFON scheint sich stabil und kontinuierlich zu entwickeln und kann als Pr&auml;diktor f&uuml;r die zuk&uuml;nftige Rechenleistung genutzt werden. Es wird dementsprechend als ein stabiles und sensibles Ma&szlig; f&uuml;r die numerische Entwicklung beschrieben. Bei Kindern mit Dyskalkulie scheint die Entwicklung der Zahlenverarbeitung und des Rechnens spezifisch gest&ouml;rt. Das Ziel der vorliegenden Studie ist die Untersuchung der SFON-Tendenz bei Kindern mit einer entwicklungsbedingten Dyskalkulie. Wir haben SFON bei 76 Kindern zwischen 7 und 11 Jahren getestet, 38 Kinder mit und 38 ohne Dyskalkulie. Die beiden Gruppen zeigten vergleichbare allgemeine kognitive F&auml;higkeiten, unterschieden sich aber spezifisch in den mathematischen Leistungen. Die Ergebnisse zeigen eine signifikant schw&auml;chere SFON-Tendenz bei Kindern mit Dyskalkulie, das hei&szlig;t, Kinder mit Dyskalkulie fokussieren im Vergleich zu Kontrollkindern spontan weniger h&auml;ufig auf Anzahligkeit. Zudem korreliert SFON positiv mit der Zahlenverarbeitungs- und Rechenleistung. Das hei&szlig;t, Kinder mit schlechteren mathematischen Fertigkeiten achten spontan weniger auf numerische Aspekte. Die Ergebnisse zeigen, dass eine verminderte SFON-Tendenz ein Verhaltensmerkmal f&uuml;r Entwicklungsdyskalkulie zu sein scheint. Dies kann sowohl Ursache als auch Folge der St&ouml;rung von Z&auml;hl- und Rechenfertigkeiten sein. Es empfiehlt sich daher, SFON bei Kindern mit einem Dyskalkulierisiko zu erfassen sowie F&ouml;rderung und Lernumgebung in Hinblick auf Anzahlfokussierung anzureichern. </div

Developmental dyscalculia: a dysconnection syndrome?

Numerical understanding is important for everyday life. For children with developmental dyscalculia (DD), numbers and magnitudes present profound problems which are thought to be based upon neuronal impairments of key regions for numerical understanding. The aim of the present study was to investigate possible differences in white matter fibre integrity between children with DD and controls using diffusion tensor imaging. White matter integrity and behavioural measures were evaluated in 15 children with developmental dyscalculia aged around 10 years and 15 matched controls. The main finding, obtained by a whole brain group comparison, revealed reduced fractional anisotropy in the superior longitudinal fasciculus in children with developmental dyscalculia. In addition, a region of interest analysis exhibited prominent deficits in fibres of the superior longitudinal fasciculus adjacent to the intraparietal sulcus, which is thought to be the core region for number processing. To conclude, our results outline deficient fibre projection between parietal, temporal and frontal regions in children with developmental dyscalculia, and therefore raise the question of whether dyscalculia can be seen as a dysconnection syndrome. Since the superior longitudinal fasciculus is involved in the integration and control of distributed brain processes, the present results highlight the importance of considering broader domain-general mechanisms in the diagnosis and therapy of dyscalculia

Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China

The current study investigates gender differences in behavioral regulation in four societies: the United States, Taiwan, South Korea, and China. Directly assessed individual behavioral regulation (Head–Toes–Knees–Shoulders, HTKS), teacher-rated classroom behavioral regulation (Child Behavior Rating Scale, CBRS) and a battery of school readiness assessments (mathematics, vocabulary, and early literacy) were used with 814 young children (ages 3–6 years). Results showed that girls in the United States had significantly higher individual behavioral regulation than boys, but there were no significant gender differences in any Asian societies. In contrast, teachers in Taiwan, South Korea, as well as the United States rated girls as significantly higher than boys on classroom behavioral regulation. In addition, for both genders, individual and classroom behavioral regulation were related to many aspects of school readiness in all societies for girls and boys. Universal and culturally specific findings and their implications are discussed