Effect of explicit and graduated training targeting conceptual subitizing, enumeration, and shortened counting using the SUBéCAL software in children at risk or with a Specific Mathematics Learning Disabilities.

Abstract

Background: Many children with a Mathematics Learning Disability (MLD) have difficulties in conceptual subitizing and counting. These two skills predict future mathematical ability.

Objectives:The aim of the study was to investigate the effect of an explicit, intensive, and graded intervention targeting conceptual subitizing, enumeration, and shortened counting in children at risk of or with MLD on trained skills and, by transfer, on performance in enumeration and arithmetic.

Method: Three participants at risk of or with MLD were recruited. Two pre-tests were conducted: one two weeks before and one the week before the intervention. The training then lasted six weeks with three sessions per week. Some of the sessions were conducted in the office and others by videoconference. The intervention consisted of three successive two-weeks phases. In the first two weeks, the children practiced enumeration, in the second two weeks they practiced subitizing, and in the third two weeks they practiced shortened counting. The material used was the SUBéCAL software. Finally, two post-tests were conducted: one immediately following the intervention and the other approximately one month later.

Results: The results showed that all three participants improved on the learning measures (subitizing, enumeration, shortened counting) and on the enumeration transfer measure (but not in arithmetic). In addition, a maintenance of performance was observed one month later.

Conclusion: The study showed the effectiveness of an explicit, graduated, intensive, and targeted intervention on conceptual subitizing, enumeration, and shortened counting. This intervention can be replicated in the clinical setting, with one or two in-office sessions and one or two videoconference sessions per week. However, this study needs to be replicated several times to be recognized as evidence-based practice.