Unexpected Mathematical Achievements, Assessed with Multiple-choice Tests, in an Adult with Down Syndrome and Autism Spectrum Disorder

References

• Allman, M. J., Pelphrey, K. A., & Meck, W. H. (2012). Developmental neuroscience of time and number: Implications for autism and other neurodevelopmental disabilities. Frontiers in Integrative Neuroscience, 6(7), 1–24.
   PubMedGoogle Scholar
• Baron-Cohen, S. (2006). Two new theories of autism: Hyper-systemising and assortative mating. Archives of Disease in Childhood, 91, 2–5.
   PubMed Web of Science ®Google Scholar
• Baron-Cohen, S., Wheelwright, S., Burtenshaw, A., & Hobson, E. (2007). Mathematical talent is linked to autism. Human Nature, 18(2), 125–131.
   PubMed Web of Science ®Google Scholar
• Bird, G., & Buckley, S. (2002). Number skills development for teenagers with Down syndrome (11–16 years). Portsmouth, UK: The Down Syndrome Educational Trust.
   Google Scholar
• Bomba, M. D., & Pang, E. W. (2004). Cortical auditory evoked potentials in autism: A review. International Journal of Psychophysiology, 53(3), 161–169.
   PubMed Web of Science ®Google Scholar
• Bressan, P. (2018). Systemisers are better at maths. Scientific Reports, 8(1), 11636,1–5.
   Web of Science ®Google Scholar
• Buckley, S., Bird, G., Sacks, B., & Archer, T. (2002). A comparison of mainstream and special school education for teenagers with Down syndrome: Effects on social and academic development. Down Syndrome News and Update, 2, 46–54.
   Google Scholar
• Buckley, S. J., & Bird, G. (1993). Teaching children with Down syndrome to read. Down Syndrome Research and Practice, 1(1), 34–39.
   Google Scholar
• Bull, R., & Lee, K. (2014). Executive functioning and mathematics achievement. Child Development Perspectives, 8(1), 36–41.
   Web of Science ®Google Scholar
• Burgoyne, K., Baxter, B., & Buckley, S. (2014). Developing the reading skills of children with Down syndrome. In R. Faragher & B. Clarke (Eds.), Educating learners with Down syndrome: Research, theory, and practice with children and adolescents (pp. 195–220). New York: Routledge.
   Google Scholar
• Cai, D., Zhang, L., Li, Y., Wei, W., & Georgiou, G. K. (2018). The role of approximate number system in different mathematics skills across grades. Frontiers in Psychology, 9(1733), 1–10.
   PubMed Web of Science ®Google Scholar
• Camos, V. (2009). Numerosity discrimination in children with Down syndrome. Developmental Neuropsychology, 34(4), 435–447.
   PubMed Web of Science ®Google Scholar
• Capone, G. T., Grados, M. A., Kaufmann, W. E., Bernard-Ripoll, S., & Jewell, A. (2005). Down syndrome and comorbid autism-spectrum disorder: Characterization using the aberrant behavior checklist. American Journal of Medical Genetics, 134A, 373–380.
   Web of Science ®Google Scholar
• Carr, J. (2000). Intellectual and daily living skills of 30-year-olds with Down’s syndrome: Continuation of a longitudinal study. Journal of Applied Research in Intellectual Disabilities, 13, 1–16.
   Web of Science ®Google Scholar
• Caycho, L., Gunn, P., & Siegal, M. (1991). Counting by children with Down’s syndrome. American Journal on Mental Retardation, 95(5), 575–583.
   PubMedGoogle Scholar
• Chapman, R. S., & Kay-Raining Bird, E. (2011). Language development in childhood, adolescence and young adulthood in persons with Down syndrome. In J. Burack, R. Hodapp, G. Iarocci, & E. Ziegler (Eds.), The Oxford handbook of intellectual disability and development (2nd ed., pp. 167–183). Toronto, Canada: OUP.
   Google Scholar
• Clarke, B., & Faragher, R. (2014). Developing early number concepts for children with Down syndrome. In R. Faragher & B. Clarke (Eds.), Educating learners with Down Syndrome: Research, theory, and practice with children and adolescents (pp. 146–162). New York: Routledge.
   Google Scholar
• Cuskelly, M., & Faragher, R. (2019). Developmental dyscalculia and Down Syndrome: Indicative evidence. International Journal of Disability, Development and Education, 1–11. doi:https://doi.org/10.1080/1034912x.2019.1569209
   Google Scholar
• Dehaene, S. (1997). The number sense. How the mind creates mathematics. London: Penguin.
   Google Scholar
• Dormal, V., & Pesenti, M. (2012). Processing magnitudes within the parietal cortex. In A. Costa & E. Villalba (Eds.), Horizons in neuroscience research (Vol. 8, pp. 107–140). NewYork, NY: Nova Science Publishers.
   Google Scholar
• Dowker, A. (2005). Individual differences in arithmetic: Implications for psychology, neuroscience and education. Hove, UK: Psychology Press.
   Google Scholar
• Faragher, R. (2014). Learning mathematics in the secondary school. Possibilities for students with Down syndrome. In R. Faragher & B. Clarke (Eds.), Educating learners with Down syndrome: Research, theory, and practice with children and adolescents (pp. 174–191). New York: Routledge.
   Google Scholar
• Faragher, R., & Clarke, B. (2014). Mathematics profile of the learner with Down syndrome. In R. Faragher & B. Clarke (Eds.), Educating learners with Down syndrome: Research, theory, and practice with children and adolescents (pp. 119–145). New York: Routledge.
   Google Scholar
• Gazzaniga, M. S., Ivry, R. B., & Mangun, G. R. (2009). Cognitive neuroscience: The biology of the mind (3rd ed.). New York: Norton.
   Google Scholar
• Gherardini, P., & Nocera, S. (2000). L’integrazione scolastica delle persone Down: Una ricerca sugli indicatori di qualità in Italia [The inclusion in mainstream schools of persons with Down syndrome: A study on quality indicators in Italy]. Trento, Italy: Centro Studi Erichson.
   Google Scholar
• Gilmore, L., & Cuskelly, M. (2009). A longitudinal study of motivation and competence in children with Down syndrome: Early childhood to early adolescence. Journal of Intellectual Disability Research, 53, 484–492.
   PubMed Web of Science ®Google Scholar
• Ham, H. S., Bartolo, A., Corley, M., Rajendran, G., Szabo, A., & Swanson, S. (2011). Exploring the relationship between gestural recognition and imitation: Evidence of dyspraxia in autism spectrum disorders. Journal of Autism and Developmental Disorders, 41, 1–12.
   PubMed Web of Science ®Google Scholar
• Hubbard, E. M., Piazza, M., Pinel, P., & Dehaene, S. (2005). Interactions between number and space in parietal cortex. Nature Reviews Neuroscience, 6, 435–448.
   PubMed Web of Science ®Google Scholar
• Kaufmann, W. E., Cooper, K. L., Mostofsky, S. H., Capone, G. T., Kates, W. R., Newschaffer, C. J., … Lanham, D. C. (2003). Specificity of cerebellar vermian abnormalities in autism: A quantitative magnetic resonance imaging study. Journal of Child Neurology, 18(7), 463–470.
   PubMed Web of Science ®Google Scholar
• Kennedy, D. P., & Squire, L. R. (2007). An analysis of calendar performance in two autistic calendar savants. Learning and Memory, 14(8), 533–538.
   PubMed Web of Science ®Google Scholar
• Kumin, L. (2006). Speech intelligibility and childhood verbal apraxia in children with Down syndrome. Down Syndrome Research and Practice, 10(1), 10–22.
   PubMedGoogle Scholar
• Lepistö, T., Kajander, M., Vanhala, R., Alku, P., Huotilainen, M., Näätänen, R., & Kujala, T. (2008). The perception of invariant speech features in children with autism. Biological Psychology, 77(1), 25–31.
   PubMed Web of Science ®Google Scholar
• LePrevost, P. (1986). The use of signing to encourage first words. In S. Buckley, M. Emslie, G. Haslegrave, & P. LePrevost (Eds.), The development of language and reading skills in children with Down syndrome. Portsmouth, UK: Portsmouth Polytechnic.
   Google Scholar
• McGee, J. J. (1987). Gentle teaching: A nonaversive approach for helping persons with mental retardation. New York, NY: Human Sciences Press. ISBN: 0898853575, 9780898853575.
   Google Scholar
• Monari Martinez, E. (2010, Fall). Multiple-choice tests with correction allowed in autism: An excel applet. Journal of the American Academy of Special Education Professionals (JAASEP), 2010, 33–49.
   Google Scholar
• Monari Martinez, E., & Benedetti, N. (2011). Learning mathematics in mainstream secondary schools: Experiences of students with Down syndrome. European Journal of Special Needs Education, 26(4), 531–540.
   Web of Science ®Google Scholar
• O’Connor, N., & Hermelin, B. (1988). Low Intelligence and Special Abilities. The Journal of Child Psychology and Psychiatry, 29(4), 391–396.
   PubMed Web of Science ®Google Scholar
• Osmon, D. C., Smerz, J. M., Braun, M. M., & Plambeck, E. (2006). Processing abilities associated with math skills in adult learning disability. Journal of Clinic and Experimental Neuropsychology, 28(1), 84–95.
   PubMed Web of Science ®Google Scholar
• Paterson, S. J., Brown, J. H., Gsödl, M. K., Johnson, M. H., & Karmiloff-Smith, A. (1999). Cognitive modularity and genetic disorders. Science, 286, 2355–2358.
   PubMed Web of Science ®Google Scholar
• Paterson, S. J., Girelli, L., Butterworth, B., & Karmiloff-Smith, A. (2006). Are numerical impairments syndrome specific? Evidence from Williams syndrome and Down’s syndrome. Journal of Child Psychology and Psychiatry, 47, 190–204.
   PubMed Web of Science ®Google Scholar
• Piazza, M., Facoetti, A., Trussardi, A. N., Berteletti, I., Conte, S., Lucangeli, D., … Zorzi, M. (2010). Developmental trajectory of number acuity reveals a severe impairment in developmental dyscalculia. Cognition, 116, 33–41.
   PubMed Web of Science ®Google Scholar
• Raven, J., Raven, J. C., & Court, J. H. (2003). Manual for Raven’s Progressive Matrices and Vocabulary Scales (2000 ed.). Oxford (UK): OPP Limited.
   Google Scholar
• Raven, J. C. (1996). Standard progressive matrices, Sets A, B, C, D & E. Revision of 1956. Oxford (UK): Oxford Psychologists Press.
   Google Scholar
• Rousselle, L., Palmers, E., & Noel, M. P. (2004). Magnitude comparison in pre-schoolers: What counts? Influence of perceptual variables. Journal of Experimental Child Psychology, 87, 57–84.
   PubMed Web of Science ®Google Scholar
• Schopler, E., Reichler, R. J., & Renner, B. C. (1986). The Childhood Autism Rating Scale (C.A.R.S.) for diagnostic screening and classification of autism. New York: Irvington.
   Google Scholar
• South, M., Ozonoff, S., & McMahon, W. M. (2007). The relationship between executive functioning, central coherence, and repetitive behaviors in the high-functioning autism spectrum. Autism, 11(5), 437–451.
   PubMed Web of Science ®Google Scholar
• Tosto, M. G., Petrill, S. A., Malykh, S., Malki, K., Haworth, C., Mazzocco, M. M., Kovas, Y. (2017). Number sense and mathematics: Which, when and how? Developmental Psychology, 53(10), 1924–1939.
   PubMed Web of Science ®Google Scholar
• Walsh, V. (2003). A theory of magnitude: Common cortical metrics of time, space and quantity. Trends in Cognitive Sciences, 7, 483–488.
   PubMed Web of Science ®Google Scholar