Visual perception, visual-spatial cognition and mathematics: Associations and predictions in children with cerebral palsy.

BACKGROUND

Previous research suggests that children with cerebral palsy (CP) have impairments in visual-spatial and mathematics abilities, although we know very little about the association between these two domains.

AIMS

To investigate the extent of visual-spatial and mathematical impairments in children with CP and the associations between these two domains.

METHOD AND PROCEDURE

Thirty-two children with predominantly quadriplegic spastic and/or athetoid (dyskinetic) CP (13 years 7 months) and a group of typically developing (TD) children (8 years 6 months) matched by receptive vocabulary were given a battery of visual-spatial and mathematics tasks. Visual-spatial assessments ranged from simple tests of perception to complex reasoning about these stimuli. A standardised test of mathematics ability was administered to both groups.

OUTCOMES AND RESULTS

The children with CP had significantly poorer mathematical and visual-spatial abilities than the TD group. For the TD group age was the best predictor of mathematical ability, in the CP group receptive vocabulary and visual perception abilities were the best predictors of mathematical ability.

CONCLUSION AND IMPLICATIONS

The CP group had extensive difficulties with visual perception; visual short-term memory; visual reasoning; and mental rotation all of which were associated with their mathematical abilities. These findings have implications for the teaching of visual perception and visual memory skills in young children with CP as these may help the development of mathematical abilities.