Cognitive and Academic Profiles Associated With Math Disability Subtypes

Authors

  • Hanna A. Kubas
  • Amy D. Schmid
  • Michelle A. Drefs
  • Jennifer M. Poole
  • Sara Holland
  • Catherine A. Fiorello

DOI:

https://doi.org/10.18666/LDMJ-2014-V20-I1-5152

Keywords:

specific learning disability identification, mathematics, subtypes, assessment, intervention

Abstract

Children with math disabilities (MD) represent a heterogeneous group and often display deficits in one or more cognitive domains. Math proficiency requires a number of different cognitive processes, including quantitative knowledge, working memory, processing speed, fluid reasoning, and executive functions. Assessment practices that do not address a childs individual cognitive strengths and weaknesses may result in inaccurate identification of MD and may not lead to the most effective interventions. This study evaluated the use of a cognitive strengths and weaknesses approach for identifying MD and examined whether grouping children into specific MD subtypes would help identify specific patterns of performance on cognitive and academic measures. Participants included 283 children, aged 6 to 16, who underwent evaluations for learning and/or behavior problems in the Southern United States and Western Canada. Using ConcordanceDiscordance Model (C-DM) SLD identification criteria, results revealed No SLD, Below Average MD, High-Functioning MD, and Other SLD groups, with examination of WJ-III Calculation, Math Fluency, and Applied Problems for MD subtypes undertaken. Results confirm that differing sets of cognitive skills predict math performance across groups, suggesting that children with MD show unique strengths in some cognitive areas, but may have difficulty utilizing these cognitive skills across various mathematical domains. Limitations, implications, and future research needs are addressed.

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Issue

Vol. 20 No. 1 (2014)

Section

Articles

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