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Intervention on Mathematical Problem-Solving Skills

Not Yet RecruitingNA

Sponsor: Stanford University

Conditions: Math Learning Disability, Learning Disabilities, Learning Disabilities, Child, Dyscalculia, Child Development

Interventions: Speeded practice training, Arithmetic strategy training

Countries: United States

The purpose of this study is to investigate neurocognitive mechanisms underlying response to intervention aimed at enhancing and remediating weaknesses in arithmetic skills in children, including those with mathematical learning disabilities (MLD).

Eligibility overview

Sex: ALL

Age: 6 Years to 12 Years

Healthy volunteers: Yes

Study type: INTERVENTIONAL

Eligibility criteria

Inclusion Criteria:

1. Elementary school-aged children starting from first grade (6-12 years old)
2. IQ: Participants with a Full Scale IQ \> 70 on the Wechsler Abbreviated Scale of Intelligence (WASI-II)
3. Identification of Mathematical Learning Disabilities: Scores below the 20th percentile on two or more Wechsler Individual Achievement Test (WIAT-IV) math subtests
4. Identification of typically developing children: Scores at or above the 50th percentile on two or more WIAT-IV math subtests
5. Normal or corrected-to-normal vision and no hearing impairments
6. Inclusion in MRI scan session: Right-handed

Exclusion Criteria:

1. History of neurological or psychiatric disorder (i.e., schizophrenia, psychosis, depression, or attention deficit hyperactivity disorder)
2. History of trauma involving head injury
3. Consistent psychiatric medications
4. Exclusion from MRI scan session: No major contraindication for magnetic resonance imaging (MRI) - braces, metal implants, pacemakers, vascular stents, metallic ear tubes, consistent exposure to metal, or claustrophobia)

Locations (1)

Palo Alto, California, United States