Improving math skills in children with learning disabilities
Interventions in Math Learning Disabilities: Cognitive and Neural Correlates
This study tests a new way to help children with learning disabilities improve their math skills by using different methods to see what works best for them.
Quick facts
| Phase | Not applicable |
|---|---|
| Study type | Interventional |
| Enrollment | 180 (estimated) |
| Ages | 6 Years to 12 Years |
| Sex | All |
| Sponsor | Stanford University Academic / other |
| Locations | 1 site (Palo Alto, California) |
| Trial ID | NCT05201534 on ClinicalTrials.gov |
What this trial studies
This study investigates the neurocognitive mechanisms that affect how children respond to interventions designed to enhance their numerical skills, particularly those with mathematical learning disabilities (MLD). Using a randomized controlled design, the study employs an integrated symbolic/non-symbolic intervention to improve the mapping between different representations of quantities. Researchers will develop computational models to explore individual differences in cognitive processes and brain plasticity that influence learning and retention of mathematical concepts. Performance will be assessed across various areas to understand the cognitive and neural mechanisms supporting numerical skill acquisition.
Who should consider this trial
Good fit: Ideal candidates are elementary school-aged children (6-12 years old) with identified mathematical learning disabilities or typically developing children with adequate math skills.
Not a fit: Patients with a history of neurological or psychiatric disorders, head injuries, or those on consistent psychiatric medications may not benefit from this study.
Why it matters
Potential benefit: If successful, this study could lead to more effective interventions for children struggling with math, improving their academic performance and confidence.
How similar studies have performed: Other studies have shown promise in using similar neurocognitive approaches to enhance learning outcomes in children, suggesting potential for success in this intervention.
Eligibility criteria
Show full inclusion / exclusion 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 Scle of Intelligence (WASI-II). 3. Identification of Mathematical Learning Disabilities: Scores below the 35th percentile percentile on symbolic number processing test in Numeracy Screener and two or more Wechsler Individual Achievement Test (WIAT-IV) math subtests 4. Identification of typically developing children: Scores at or above the 35th percentile percentile on symbolic number processing test in Numeracy Screener and all 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, claustrophobia)
Where this trial is running
Palo Alto, California
- Stanford Cognitive and Systems Neuroscience Laboratory — Palo Alto, California, United States (Recruiting)
Study contacts
- Study coordinator: Vinod Menon, PhD
- Email: menon@stanford.edu
- Phone: 16507363699
How to participate
- Review the eligibility criteria above with your treating physician.
- Visit the official trial page on ClinicalTrials.gov for the most current contact information and recruitment status.
- Contact the listed study coordinator or principal investigator to request pre-screening. Pre-screening is free and never obligates you to enroll.