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.
Elementary school-aged children starting from first grade (6-12 years old)
Intelligence Quotient: Participants with a Full Scale Intelligence Quotient is greater than 70 on the Wechsler Abbreviated Scale of Intelligence Quotient
Identification of Mathematical Learning Disabilities: Scores below the 20th percentile on two or more Wechsler Individual Achievement Test, Fourth Edition math subtests
Identification of typically developing children: Scores at or above the 50th percentile on two or more Wechsler Individual Achievement Test, Fourth Edition math subtests
History of neurological or psychiatric disorder (i.e., schizophrenia, psychosis, depression, or attention deficit hyperactivity disorder)
History of trauma involving head injury
Consistent psychiatric medications
Exclusion from magnetic resonance imaging scan session: No major contraindication for magnetic resonance imaging (braces, metal implants, pacemakers, vascular stents, metallic ear tubes, consistent exposure to metal, or claustrophobia)
Parallel
Speeded practice training
BehavioralSpeeded practice training includes activities that focus solely on enhancing arithmetic fluency.
Arithmetic strategy training
BehavioralArithmetic strategy training includes activities that progressively develop the efficient use of arithmetic problem-solving strategies.
Change from baseline in arithmetic task performance (reaction time)
Performance will be measured by children's reaction time (milliseconds) on arithmetic task
Change from baseline in arithmetic task performance (accuracy)
Performance will be measured by children's accuracy (% trials correct) on arithmetic task
Change from baseline in latent cognitive measures of arithmetic task performance (drift rate)
Latent cognitive processing will be measured by drift rate from children's arithmetic task performance
Change from baseline in latent cognitive measures of arithmetic performance (post-error adjustment)
Latent cognitive processing will be measured by post-error adjustment from children's arithmetic task performance
Change from baseline in untrained arithmetic task performance (reaction time)
Performance will be measured by children's reaction time (milliseconds) on untrained arithmetic task
Change from baseline in untrained arithmetic task performance (accuracy)
Performance will be measured by children's accuracy (% trials correct) on untrained arithmetic task
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Stanford University
Lead sponsor
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
Collaborator
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