Attentional function as measured by a continuous performance task in children with dyscalculia

This study determined whether or not students with dyscalculia had difficul ty with attention as measured by the Conners' Computerized Continuous Perfo rmance Test (CPT). Fifty-six control subjects and 27 subjects with dyscalcu lia were administered the CPT. Performance was measured using percent omiss ion errors, percent commission errors, mean response time, SE of response t imes (SE-RT), and a calculated overall attention index (CPT Index). Compare d with controls, subjects with dyscalculia had higher CPT Index scores, mad e more omission errors, and had more inconsistent response times (SE-FIT). Multiple regression analysis of arithmetic scores showed that SE-RT and per cent commission errors were the only CPT measures that contributed to the a rithmetic scores. Problems with attention, as measured by the Conners' CPT, were associated with lower arithmetic achievement scores. Students who hav e difficulties in arithmetic may have more attentional problems than other children, and students with attentional difficulties may be at risk for dif ficulties in arithmetic.