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Chronic Fatigue Syndrome: Limbic Encephalopathy in a Dysregulated Neuroimmune Network
Published in Jay A. Goldstein, Chronic Fatigue Syndromes, 2020
Dyscalculia is also frequently reported. Complaints by accountants of sometimes not being able to balance a checkbook are fairly common. Once again, parietal lobe lesions, left greater than right, are seen on the BEAM scan (the AERs and VERs are the most sensitive). The Gerstmann syndrome—dyscalculia, dysgraphia, finger identification disturbances and left-right naming difficulties—is rarely seen, nor are the various neglect syndromes. A small minority of CFS patients may have more widespread, extra-limbic neuronal dysfunction and may manifest such problems. They may occasionally be noted in Draw-A-Person tests when one side of the figure will be incompletely sketched. As with other cognitive deficits in CFS, the parietal lobe symptoms wax and wane, suggesting a transmitter-receptor mediated etiology, arterial spasm, or behavioral kindling. These sorts of patients have multifocal problems and sometimes have a testing profile like a patient with multi-infarct dementia.
Other conditions that can coexist with DCD/dyspraxia
Published in Jill Christmas, Rosaline Van de Weyer, Hands on Dyspraxia: Developmental Coordination Disorder, 2019
Jill Christmas, Rosaline Van de Weyer
The American Psychiatric Association (2013) describes dyscalculia as a specific learning disorder that is characterised by difficulties learning basic arithmetic facts, processing numbers and performing accurate and fluent calculations. These difficulties must be quantifiably below what is expected for an individual’s chronological age, and must not be caused by more significant intellectual impairments.
Common and Assistive Technology to Support People with Specific Learning Disabilities to Access Healthcare
Published in Christopher M. Hayre, Dave J. Muller, Marcia J. Scherer, Everyday Technologies in Healthcare, 2019
Dianne Chambers, Sharon Campbell
Dyscalculia consists of a wide variety of difficulties in the area of mathematics. The Dyslexia SPELD Foundation (2014) describe a person with dyscalculia as having difficulty with learning number concepts, manipulating numbers, learning facts and identifying mathematical patterns. Butterworth, Varma and Laurillard (2011) describe dyscalculia as being the ‘poor cousin’ of dyslexia. Although it has a similar prevalence rate of 5%–7%, there has been less research and interest than in dyslexia.
Dyslexia and dyscalculia are characterized by common visual perception deficits
Published in Developmental Neuropsychology, 2018
Dazhi Cheng, Qing Xiao, Qian Chen, Jiaxin Cui, Xinlin Zhou
Dyscalculia was defined in terms of standard scores on math fluency. The criteria for dyscalculia were (1) a score below the 7th percentile (−1.50 standard deviations from the mean) for math fluency; (2) a score above the 25th percentile (−.67 standard deviations from the mean) for nonverbal intelligence; and (3) a score above the 7th percentile (−1.50 standard deviations from the mean) for reading. Meanwhile, the participants in comorbidity group were excluded. A total of 48 children from the dataset met the criteria for dyscalculia.
Developmental Dyscalculia is Characterized by Order Processing Deficits: Evidence from Numerical and Non-Numerical Ordering Tasks
Published in Developmental Neuropsychology, 2018
Kinga Morsanyi, Bianca M.C.W. van Bers, Patrick A. O’Connor, Teresa McCormack
More recently, the relation between order processing and mathematics ability has attracted much attention. According to Rubinsten and Sury (2011), numerical cognition might depend on two core systems, one for representing magnitudes (i.e., cardinality) and one for representing ordinal information. These authors have proposed that it might be the system responsible for order processing (rather than the magnitude system) that is impaired in DD. Indeed, in recent years, an increasing number of studies have investigated the role of order processing in maths, demonstrating its role in both typical mathematical development (e.g., Attout, Noël, & Majerus, 2015; Lyons & Ansari, 2015; Lyons, Price, Vaessen, Blomert, & Ansari, 2014; Lyons, Vogel, & Ansari, 2016; O’Connor, Morsanyi, & McCormack, 2018; Vogel, Remark, & Ansari, 2015) and in mature mathematics skills (e.g., Goffin & Ansari, 2016; Lyons & Beilock, 2011). Most of these studies have focussed on number ordering ability, which is typically measured using a task where three one-digit numbers are presented (e.g., 6 4 7), and participants have to decide if these number are in the correct order with regard to their position in the count list. Some studies with adults (Morsanyi, McCormack, & O’Mahony, 2018; Morsanyi, O’Mahony, & McCormack, 2017; Sasanguie, Lyons, De Smedt, & Reynvoet, 2017; Vos, Sasanguie, Gevers, & Reynvoet, 2017) not only showed a close link between number ordering and arithmetic skills, but they also found strong relations between non-numerical ordering abilities and maths. One particular task that has been used in this literature is the month ordering task, where participants have to judge if three months (e.g., May June August) are presented in the correct order with regard to their order within a calendar year. In addition to these lab-based studies, clinical observations of dyscalculia also describe characteristic difficulties with everyday activities that require ordering skills (e.g., recalling the order of past events, following sequential instructions, etc., National Center for Learning Disabilities, 2007).