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).
Elementary school-aged children starting from first grade (6-12 years old)
IQ: Participants with a Full Scale IQ > 70 on the Wechsler Abbreviated Scale of Intelligence (WASI-II)
Identification of Mathematical Learning Disabilities: Scores below the 20th percentile on two or more Wechsler Individual Achievement Test (WIAT-IV) math subtests
Identification of typically developing children: Scores at or above the 50th percentile on two or more WIAT-IV 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 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)
Stanford University
Lead sponsor
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
Collaborator