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Efficacy of a Computer-Based Learning Program in Children With Developmental Dyscalculia. What Influences Individual Responsiveness?

Authors
  • Kohn, Juliane1, 2
  • Rauscher, Larissa3
  • Kucian, Karin4, 5
  • Käser, Tanja6
  • Wyschkon, Anne2
  • Esser, Günter1, 2
  • von Aster, Michael1, 4, 7
  • 1 Department of Psychology, University of Potsdam, Potsdam, Germany. , (Germany)
  • 2 Academy of Psychotherapy and Intervention Research, University of Potsdam, Potsdam, Germany. , (Germany)
  • 3 Department of Child and Adolescent Psychiatry, German Red Cross Hospital, Berlin, Germany. , (Germany)
  • 4 Center for MR Research, University Children's Hospital Zürich, Zurich, Switzerland. , (Switzerland)
  • 5 Children's Research Center, University Children's Hospital Zürich, Zurich, Switzerland. , (Switzerland)
  • 6 Ecole Polytechnique Fédérale de Lausanne (EPFL), Lausanne, Switzerland. , (Switzerland)
  • 7 Center of School and Mental Rehabilitation, German Red Cross Hospitals, Berlin, Germany. , (Germany)
Type
Published Article
Journal
Frontiers in Psychology
Publisher
Frontiers Media SA
Publication Date
Jan 01, 2020
Volume
11
Pages
1115–1115
Identifiers
DOI: 10.3389/fpsyg.2020.01115
PMID: 32760306
Source
Medline
Keywords
Language
English
License
Unknown

Abstract

This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances. Copyright © 2020 Kohn, Rauscher, Kucian, Käser, Wyschkon, Esser and von Aster.

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