ADHD and Mathematics

ADHD and Mathematics : ADHD and Mathematics Melissa McGonnell, M. Sc. Dalhousie University

ADHD : ADHD Defining symptoms Hyperactivity/Impulsivity Inattention 5% of school-aged children Most common disorder presenting to children’s mental health services Cost 2-3X more to health care

ADHD and School : ADHD and School Comorbidity Academic underachievement Learning disabilities (Barkley, 1998) Reading (10 - 40%) Spelling (15 - 30%) Mathematics (15 - 30%)

ADHD and Mathematics : ADHD and Mathematics Psycinfo ADHD 7686 Math 4522 ADHD + math 90 “Academic achievement” 19

Historically… : Historically… “Concerning Mathematicians, Soothsayers, and Kindred Evildoers: The study and teaching of the science of geometry is in the public interest, but whosoever practices the damnable art of mathematical divination, shall be put to the stake.” (Codex Justinianus, c. 650 AD)

Slide6 : E = mc2 “Do not worry about your difficulties in mathematics; I can assure you that mine are still greater.” Albert Einstein

Summarizing society’s view : Summarizing society’s view OK to hate math OK to not be good at math “I can’t do math.” “I was never good at math.” Calculating best buy Calculating sale price Giving change Less OK “I can’t read.”

Slide8 : “Mathematics is one of the essential emanations of the human spirit, - a thing to be valued in and for itself, like art or poetry.” (Oswald Veblon, 1924)

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Mathematics disabilities (MD) : Mathematics disabilities (MD) Less attention to research Less theoretical development (Robinson, Menchetti, & Torgesen, 2002)

Theories of learning disabilities : Theories of learning disabilities Observable learning/performance problem specifically described Identification of deficient cognitive process(es) Specification of weakness in CNS function Specification of aetiology (Robinson, Menchetti, & Torgesen, 2002)

Theories of learning disabilities : Theories of learning disabilities Reading Observable learning/performance problem specifically described Identification of deficient cognitive process(es) Specification of weakness in CNS function Specification of aetiology

Theories of learning disabilities : Theories of learning disabilities Reading Observable learning/performance problem specifically described (word reading) Identification of deficient cognitive process(es) Specification of weakness in CNS function Specification of aetiology

Theories of learning disabilities : Theories of learning disabilities Reading Observable learning/performance problem specifically described (word reading) Identification of deficient cognitive process(es) (phonological processing) Specification of weakness in CNS function Specification of aetiology

Theories of learning disabilities : Theories of learning disabilities Reading Observable learning/performance problem specifically described (word reading) Identification of deficient cognitive process(es) (phonological processing) Specification of weakness in CNS function (MRI and fMRI - structure and function) Specification of aetiology

Theories of learning disabilities : Theories of learning disabilities Reading Observable learning/performance problem specifically described (word reading) Identification of deficient cognitive process(es) (phonological processing) Specification of weakness in CNS function (MRI and fMRI - structure and function) Specification of aetiology (genetic)

Theories of learning disabilities : Theories of learning disabilities Math Observable learning/performance problem specifically described (basic facts) Identification of deficient cognitive process(es) (?) Specification of weakness in CNS function (?) Specification of aetiology (?)

Math competencies : Math competencies Jordan, Hanich, & Kaplan, 2002 Poor vs. good fact mastery (Grade 3) Irrespective of IQ Story problems Performed same level, progressed similarly Broad math achievement Progressed similarly; Poor fact group lower Poor fact mastery group Little growth on timed number facts Normal growth in other areas of math

Overall… : Overall… Deficits in fact mastery Highly persistent Independent of reading and language abilities

MD : MD Cognitive processes? Phonological (sounds of individual numbers weakly encoded) Mispronounce words “Mispronounce” math facts Weak number sense Meaning of 3 or 3X4? Weakness in both (Robinson, Menchetti, & Torgesen, 2002)

MD : MD Cognitive processes? Working memory deficits In MD and MD + RD, not RD alone (Klorman, et al., 2002) Predicted problem solving skill independent of Algorithm knowledge Fluid intelligence Reading and math skill Phonological knowledge (Swanson, 2004)

ADHD + MD : ADHD + MD Children with ADHD-C overestimate academic competence more than controls or children with ADHD-I (Owens & Hoza, 2003) ADHD-I have better math than spelling achievement (Howell, 2002; DA)

ADHD + MD : ADHD + MD Deficits in academic performance may be considered an indicator of developing childhood psychopathology (Hill, Locke, & Lowers, 1999) ADD/noH (ADHD-I) students have lower math achievement than students with ADHD (ADHD-HI) (Marshall, Hynd, & Handwerk, 1997)

Cognition in MD(Dosoete & Roeyers, 2005) : Cognition in MD (Dosoete & Roeyers, 2005) Mostly adult models Applied to children? Three factor model (9 skills) Nonsemantic/visual Semantic Semi-semantic

Cognitive building blocks (G3)(Dosoete & Roeyers, 2005) : Cognitive building blocks (G3) (Dosoete & Roeyers, 2005) Non-semantic/visual Numeral reading and production e.g. Read (or write down) 9 or 4 Operation symbol reading and production e.g. Read and explain the meaning of 2 or ¼ Procedural calculation e.g. 47- 9 = __

Cognitive building blocks (G3)(Dosoete & Roeyers, 2005) : Cognitive building blocks (G3) (Dosoete & Roeyers, 2005) Semantic Number system knowledge e.g. How many units, 10s are there in 47? And in 9? Number sense e.g. 47 is nearest to __. Choose between 4, 7, 40 or 70

Cognitive building blocks (G3)(Dosoete & Roeyers, 2005) : Cognitive building blocks (G3) (Dosoete & Roeyers, 2005) Semi-semantic Language comprehension e.g. 9 less than 47 is __ Mental representation e.g. 47 is 9 less than __ Context information e.g. Wanda has 47 cards. Willy has 9 cards less than Wanda. How many cards does Willy have? Selecting relevant information e.g. Wanda has 47 cards. Willy has 9 cards less than Wanda and 2 cards more than Linda. How many cards does Willy have?

Conclusions(Dosoete & Roeyers, 2005) : Conclusions (Dosoete & Roeyers, 2005) Not unique (semantics only) solution Not three factor solution Maturational lag versus deficiency No clear pattern MD similar to younger students on some (language and non-semantic), not all (semantic magnitude, selecting relevant info), skills

Not considered : Not considered Reading and writing numerals 1 1 7 7 2 2 3 3 4 4 9 9

And : And Visual perception Organizing work on a page Spacing 146 vs. 14 6 Crowding 1 7 vs. 17 Readable later on? Lining up numbers Graph paper? Obsessive neatness

And language… : And language… 2/3 Two-thirds Two out of three Two divided by three Less than 7 less than a number is 11 x – 7 = 11 A number is seven less than 11 x = 11 - 7 11 - 7 = x

Cognitive rigidity : Cognitive rigidity

Lack of flexibility : Lack of flexibility

Algebra : Algebra

My research? : My research? Data base at ADHD clinic Patterns of MD Further assessment of students diagnosed with ADHD with and without MD Working memory/phonological knowledge Fact knowledge/speed of retrieval Cognitive math skills? Semantics of math and english

Slide36 : What do you get when you divide the circumference of your jack-o-lantern by the diameter? Pumpkin 

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