DCD and Mathematics Keele Feb pdf by amanda kirby

DCD and Mathematics Professor Amanda Kirby

PDDNOS

DCD

Specific language impairment Conduct disorder

ODD

Pragmatic language impairment Copyright The Dyscovery Centre 2011

Our interpretation of each of these labels may be different Copyright 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 Copyright The Dyscovery Centre literally 2011

We all have a bit of “it”

Dispelling myths

EATING A SANDWICH AND READING

THINKING REMEMBER

TASTING

HOLDING AND SITTING

ACTIONS ARE NOTCopyright IN ISOLATION The Dyscovery Centre 2011

TEMPERATURE AND REGULATION

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 â&#x20AC;&#x153;neatâ&#x20AC;? children are rare

Start from any point , you will end up seeing an overlapping picture DCD

ADHD Behaviour

Behaviour + Language Children with poor understanding have more behaviorual difficulties

Children with difficulty expressing themselvesmore socially withdrawn and anxious

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

Aspergerâ&#x20AC;&#x2122;s + ADHD More than 50% of adolescents with Aspergerâ&#x20AC;&#x2122;s showed moderate to severe symptoms of inattention and hyperactivity (Lecavalier ,2006,Fombonne et al ,2001)

Language + movement

(Missiuna and Gaines,2007) Copyright The Dyscovery Centre 2011

ADHD + Dyslexia

3-6%

25% 40%

3-6%

Early manifestation of delayed language & inattention Copyright The Dyscovery Centre 2011

Kirby and Salmon,2007 Copyright The Dyscovery Centre 2011

So THERE is spectrum of difficulties

What is DCD?

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: â&#x20AC;&#x201C; motor difficulties as a primary defining condition â&#x20AC;&#x201C; motor difficulties as a secondary defining condition Copyright The Dyscovery Centre 2011

Motor Impairment Motor difficulties as a primary defining condition e.g. â&#x20AC;˘ Cerebral palsy â&#x20AC;˘ Developmental Coordination Disorder

Motor Impairment Motor difficulties as a secondary defining characteristic: Learning difficulties - general/specific Sensory difficulties - sight/hearing/other Attention and Behaviour difficulties - e.g. ADHD Copyright The Dyscovery Centre 2011

A diagnosis of DCD does not imply a cause â&#x20AC;Ś it is a collection of symptoms (similar to ADHD, Dyslexia etc.)

DCD DSM1V criteria Defining 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 games AND often has •Organisational difficulties •Low self esteem and difficulty sustaining friends •Mathematics Copyright The Dyscovery Centre 2011

But we can make assumptions out difficulties without checking out the reasons e.g. A child having difficulties writing down information from a whiteboard Copyright The Dyscovery Centre 2011

Pain in a hand

Too much to remember Is the chair too low

Is there too much noise to hear what to copy Copyright The Dyscovery Centre 2011

What is dyscalculia?

DSM1V 315.1 Mathematics Disorder As 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. Copyright The Dyscovery Centre 2011

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! Copyright The Dyscovery Centre 2011

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

Ordinality Implicit understanding of “more than” & “less than” for comparison of sets of 3 to 4 items

Counting Nonverbal system for enumerating small sets of items & implicit knowledge of counting principles (1 to 1 correspondence)

Simple arithmetic Sensitivity to increases (addition) and decreases (subtraction) in the quantity of small sets of items

Estimation Inexact estimation of relative quantity, magnitude, or size

Geometry manipulating 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

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 â&#x20AC;˘ 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? ADHD

SLI difficulties

reading

Receptive language

Dyslexia

DCD

Visual processing

spelling

Auditory processing

maths

Motor difficulties

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

Auditory memory

7 3 4

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 Copyright The Dyscovery Centre 2011

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Find the face

Adventure

Bat

Cat

Bat

Planning and executive functioning difficulties

Presents with • • • •

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

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 memory In completing math problems, students with poor working memory will have difficulty with: Mental arithmetic • will tend to use ‘finger counting’, • need visual representation, or manipulatives Retrieval 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 Copyright The Dyscovery Centre 2011

The linguistic difficulties Word problem

Problem type

(Tannock) 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 marbles did 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 compare than Nina. How many marbles does Nina have? Copyright The Dyscovery Centre 2011

subtraction

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 question Provide a glossary or checklist Copyright The Dyscovery Centre 2011

The understanding of maths Joan has 12 sweets. She has twice as many sweets as Leela. how many has Joan got? ?

Getting harder Harry 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? Copyright The Dyscovery Centre 2011

Breaking down the problem What 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….

Need to reread it several times before starting Not sure of the process- where to start Too many words Not sure what calculation to do

Donâ&#x20AC;&#x2122;t understand the words Too little time

Know the calculation but make an error Canâ&#x20AC;&#x2122;t show workings Misread it Work very untidy

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 to Copyright The Dyscovery Centre 2011

Making maths real Cookery

Weights and measures Shape- geometry Half and quarters Language Planning Motor skills

The process and the product â&#x20AC;˘ 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 â&#x20AC;˘ Need to feel and see it

Visual prompts

Functional mathematics • Handling money • Filling in a form

Using ICT Topics 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 Copyright The Dyscovery Centre 2011

“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 â&#x20AC;˘ Fishing game- for numbers â&#x20AC;˘ Adding and subtracting- crawling to the end of the room

Math talk MathTalk & Scientific Notebook is a bolt on bundle for Dragon NaturallySpeaking â&#x20AC;˘ for creating, editing and typesetting mathematics and scientific equations by voice. â&#x20AC;˘ The program has learning modules for algebra, trigonometry, calculus, statistics and video demos demonstrating how to use features. Copyright The Dyscovery Centre 2011

Playing Bingo â&#x20AC;˘ Bingo card maker : http://www.teachnology.com/web_tools/materials/bingo/

Resources • http://www.teachingideas.co.uk/maths/cont ents02problems.htm • ICT in Maths;Alison Clark-Jeavons :ISBN: 1 85539 191 0,Exciting • Precision maths (http://www.johnandgwyn.co.uk/home.html) Copyright The Dyscovery Centre 2011

CDROM- Steve Chinn What do you do when you canâ&#x20AC;&#x2122;t learn times tables

â&#x20AC;˘ http://www.woodlandsjunior.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 Copyright The Dyscovery Centre 2011