Concurrent predictors of mathematics achievement for 9-year-old children with Williams syndrome.


Journal

Scientific reports
ISSN: 2045-2322
Titre abrégé: Sci Rep
Pays: England
ID NLM: 101563288

Informations de publication

Date de publication:
30 Jan 2024
Historique:
received: 01 07 2023
accepted: 22 01 2024
medline: 31 1 2024
pubmed: 31 1 2024
entrez: 30 1 2024
Statut: epublish

Résumé

Research on mathematics achievement by children with Williams syndrome (WS) has been very limited. We describe the math achievement of 72 9-year-olds with WS, compare their math and reading achievement, and explore concurrent predictors of math achievement using the Wechsler Individual Achievement Test-III (WIAT-III) to measure achievement and the Differential Ability Scales-II (DAS-II) to measure cognitive abilities. For both Numerical Operations and Math Problem Solving, mean standard scores (SSs) were in the mild disability range with a full range from severe disability to average ability. Bayesian robust estimation indicated decisive evidence that average reading performance was higher than average math performance. Bayesian multiple linear regression models with informative priors accounted for 60% of the variance in Numerical Operations SS with decisive evidence supporting an effect of Working Memory SS and strong evidence for Nonverbal Reasoning SS and Spatial SS and 71% of the variance in Math Problem Solving SS with decisive evidence supporting effects of Working Memory and Nonverbal Reasoning SS, strong evidence for Verbal SS, and substantial evidence for Spatial SS. These predictors are consistent with those for typically developing individuals, supporting consideration of interventions that have been highly effective for children with math difficulties in the general population.

Identifiants

pubmed: 38291096
doi: 10.1038/s41598-024-52639-7
pii: 10.1038/s41598-024-52639-7
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

2454

Subventions

Organisme : NINDS NIH HHS
ID : R01 NS35102
Pays : United States

Informations de copyright

© 2024. The Author(s).

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Auteurs

Vitor N Guimaraes (VN)

Department of Psychological and Brain Sciences, University of Louisville, 317 Life Sciences Building, Louisville, KY, 40292, USA.

Carolyn B Mervis (CB)

Department of Psychological and Brain Sciences, University of Louisville, 317 Life Sciences Building, Louisville, KY, 40292, USA. cbmervis@louisville.edu.

Classifications MeSH