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Mathematical Outcomes and Working Memory in Children With TBI and Orthopedic Injury

Published online by Cambridge University Press:  20 November 2012

Kimberly P. Raghubar ,
Marcia A. Barnes ,
Mary Prasad ,
Chad P. Johnson  and
Linda Ewing-Cobbs
Kimberly P. Raghubar
Affiliation:
Department of Psychology, University of Houston, Houston, Texas
Marcia A. Barnes
Affiliation:
Department of Pediatrics and Children's Learning Institute, University of Texas Health Science Center at Houston, Houston, Texas
Mary Prasad
Affiliation:
Department of Pediatrics and Children's Learning Institute, University of Texas Health Science Center at Houston, Houston, Texas
Chad P. Johnson
Affiliation:
Department of Pediatrics and Children's Learning Institute, University of Texas Health Science Center at Houston, Houston, Texas
Linda Ewing-Cobbs*
Affiliation:
Department of Pediatrics and Children's Learning Institute, University of Texas Health Science Center at Houston, Houston, Texas
*
Correspondence and reprint requests to: Linda Ewing-Cobbs, Children's Learning Institute, Department of Pediatrics, University of Texas-Houston Health Science Center, 7000 Fannin – UCT 2401, Houston, TX 77030. E-mail: linda.ewing-cobbs@uth.tmc.edu
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Abstract

This study compared mathematical outcomes in children with predominantly moderate to severe traumatic brain injury (TBI; n = 50) or orthopedic injury (OI; n=47) at 2 and 24 months post-injury. Working memory and its contribution to math outcomes at 24 months post-injury was also examined. Participants were administered an experimental cognitive addition task and standardized measures of calculation, math fluency, and applied problems; as well as experimental measures of verbal and visual-spatial working memory. Although children with TBI did not have deficits in foundational math fact retrieval, they performed more poorly than OIs on standardized measures of math. In the TBI group, performance on standardized measures was predicted by age at injury, socioeconomic status, and the duration of impaired consciousness. Children with TBI showed impairments on verbal, but not visual working memory relative to children with OI. Verbal working memory mediated group differences on math calculations and applied problems at 24 months post-injury. Children with TBI have difficulties in mathematics, but do not have deficits in math fact retrieval, a signature deficit of math disabilities. Results are discussed with reference to models of mathematical cognition and disability and the role of working memory in math learning and performance for children with TBI. (JINS, 2013, 19, 1–10)

Keywords

Head injuryCognitive additionMath fluencyCalculationMath problem solvingVerbal working memoryVisual-spatial working memory
Type
Research Articles
Information
Journal of the International Neuropsychological Society , Volume 19 , Issue 3 , March 2013 , pp. 254 - 263
Copyright
Copyright © The International Neuropsychological Society 2012

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