Dyscalculia Dyscalculia, Specific Learning Disorder, Neurodevelopmental Disorders
Conditions
Interventions
This study consists of two major phases: the training phase and the waiting phase.
The pre-test and post-test utilize tasks included in the app version of the Fundamental Calculative Ability Test (FCA
D003198
Arithmetic training, App-based intervention, Intervention for developmental learning disorder, Intervention for dyscalculia
Sponsors
Maegaki Yoshihiro
Eligibility
Sex/Gender
All
Inclusion criteria
Inclusion criteria: 1.First-grade elementary school children enrolled in regular classes who either: have been diagnosed with dyscalculia; are suspected of having dyscalculia by their school; or are rated by their parents as having difficulties in arithmetic learning based on a preliminary evaluation form. 2.Written informed consent obtained from both the parent and the child (assent for the child). 3.Children who have no difficulty operating or learning with the arithmetic training application.
Exclusion criteria
Exclusion criteria: 1.Children who score an average of 70 points or higher on mathematics unit tests conducted at school. 2.Individuals deemed inappropriate as research participants by the principal investigator.
Design outcomes
Primary
| Measure | Time frame |
|---|---|
| Change in total score from pre-test to post-test 1 as measured by the Fundamental Calculative Ability Test (FCAT) | — |
Secondary
| Measure | Time frame |
|---|---|
| Child outcomes - Change in scores for ordinality, cardinality, and numerical facts from pre-test to post-test 1 - Training participation rate - Group A: change in total score from pre-test to post-test 2 - Group B: change in total score from post-test 1 to post-test 2 - Change in training accuracy rate Parent-reported outcomes - Change in responses to pre- and post-intervention evaluation forms - Parent responses to the social validity questionnaire | — |
Contacts
Public ContactSawako Ooba
Tottori University Hospital
Outcome results
None listed