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Efficacy of Cognitive Strategy Instruction in Developmental Dyscalculia, With and Without Neuropsychological Intervention: Insight from a Validation Trial
Abstract
Developmental dyscalculia is a neuro-developmental disorder, affecting an individual's ability to acquire mathematics skills, which cannot be explained by intelligence, educational background, or visual/hearing impairment. The study aims to compare whether there is significant improvement in math, cognitive, and adaptive functioning when a cognitive strategy instruction program in math is delivered with or without neuropsychological intervention in children with developmental dyscalculia and/or low achievement in math, and to find whether significant difference exists between the experimental groups in terms of effects of intervention. The sample comprises of 14 subjects of 7-10 age group identified from regular schools and randomly assigned to experimental groups one and two and given remediation. Findings reveal that while both the experimental groups showed improvement following interventions in specific math, cognitive, and adaptive variables, the differential improvement in effect of intervention has been found only in adaptive and maladaptive measures in the experimental group one.
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