Diagnostics and Intervention in Developmental Dyscalculia : Current Issues and Novel Perspectives

Abstract

Developmental dyscalculia is one of the most prevalent learning disorders observed in children. However, it has received much less research interest than, for instance, developmental dyslexia. Thus our knowledge about aetiology, aetiopathology and symptomatology of dyscalculia remains patchy; and empirically validated approaches on remediation and intervention are still scarce. In the current chapter we first discuss the theoretical underpinnings of developmental dyscalculia, paying particular attention to its still debated aetiology: Some authors suggest the heterogeneous symptoms of developmental dyscalculia to be caused by a single underlying deficit of the number sense, while others propose different deficits in basic numerical competencies as its determinants (as observed in adult acalculia). Second, the implications of this differentiation on dyscalculia diagnostics are discussed. In particular, we focus on the importance of cut off criteria, sample selection, and their influence on the epidemiology of developmental dyscalculia. In a third section, the issue of comorbidity and its estimation will be evaluated. And finally, existing intervention approaches are reviewed in light of their theoretical underpinnings and practical applications. We conclude that we are on a promising way to better understand, diagnose and treat brain-based dyscalculia with innovative novel methodology.