[Changes in psychological stress after interventions in children and adolescents with mathematical learning disabilities].

OBJECTIVE

The present study examined the effects of the Waterglass Intervention Program on children with mathematical learning disabilities compared to dyscalculic children who received private tutoring.

METHOD: In a pre-post-control group design, N = 46 children (age 7-12) and their parents were questioned about changes in test anxiety, school reluctance, anxiety disorder, and internal and external abnormality.

RESULTS

Children who attended the Waterglass Intervention Program reported a higher reduction of test anxiety, school reluctance, and attention problems. A trend toward a higher reduction of the CBCL-score was also found. These changes were mediated by the changes in math school grades. Furthermore, results showed that more children showed internal disorders than would be expected.

CONCLUSIONS

An intervention specific for children with mathematical learning disabilities has positive effects on the psychological stress level of these children. Further research is required to investigate the mechanisms related to these changes and the effects on mathematical achievement.