What is the mechanism of action of this treatment?

Classwide Fraction Intervention (CFI) focuses on enhancing fraction knowledge through structured, consistent practice and targeted instruction. The mechanisms of action include direct teaching of fraction concepts, use of visual aids, and repetitive practice to reinforce learning. These methods help MLD patients by breaking down complex mathematical concepts into manageable steps, improving their understanding and retention. This structured approach is crucial for MLD patients as it addresses their specific learning challenges, promotes confidence, and enhances overall mathematical proficiency.

What side effects are associated with this type of intervention?

Educational interventions for Math Learning Disability, such as the Classwide Fraction Intervention (CFI), generally do not have medical side effects. However, they may lead to increased cognitive load, frustration, or anxiety in students who find the material challenging. These are typical considerations in educational rather than medical contexts.

What prior FDA approvals exist?

There are no FDA-approved drugs specifically for the treatment of Math Learning Disability (MLD). The Classwide Fraction Intervention (CFI) mentioned in the context is an educational strategy rather than a pharmacological treatment. It focuses on enhancing fraction knowledge among fourth-grade students with and without MLD through structured classwide interventions. Therefore, treatments for MLD are generally educational and behavioral rather than pharmacological.

What other types of research exist?

Promising alternatives to Classwide Fraction Intervention (CFI) for enhancing fraction knowledge in students with Math Learning Disabilities (MLD) include: 1) Distributed practice combined with explicit timing procedures, which has shown significantly higher fluency growth rates compared to massed practice. 2) Multimedia-based vocabulary instruction using explicit instructional methodologies and keyword mnemonic strategies, which has outperformed other multimedia instruction methods. These alternatives can be considered for treatment in 2024.

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Behavioral Intervention

Classwide Fraction Intervention for Math Learning Disability

N/A

Waitlist Available

Led By Lynn Fuchs, Ph.D.

Research Sponsored by Vanderbilt University

Eligibility Criteria Checklist

Specific guidelines that determine who can or cannot participate in a clinical trial

Must have

Be younger than 18 years old

Timeline

Screening 3 weeks

Treatment Varies

Follow Up pre-intervention measurement will take place within three weeks prior to beginning of intervention; post-intervention measurement will take place within three weeks after completion of intervention.

Awards & highlights

No Placebo-Only Group

Summary

This trial tests a new way of teaching fractions to fourth graders, including those who struggle with math. The method involves lessons, peer coaching, and practice. The goal is to see if this helps students understand fractions better.

Who is the study for?

This trial is for 4th-grade students with and without math learning difficulties (MLD) in Metropolitan-Nashville Public Schools where the principal and teacher have agreed to participate. Students with identified intellectual disabilities are excluded as CFI isn't suitable for them.

What is being tested?

The study compares two teaching conditions: one includes a Classwide Fraction Intervention (CFI) twice a week for 20 weeks during regular math classes, while the other follows the standard math program without CFI. The impact on students' fraction knowledge is assessed before and after.

What are the potential side effects?

Since this trial involves educational interventions rather than medical treatments, there are no direct physical side effects. However, differences in learning outcomes or stress levels could potentially be observed.

Timeline

Screening ~ 3 weeks3 visits

Treatment ~ Varies

Follow Up ~ measurement will take place within three weeks after the end of intervention

Screening ~ 3 weeks

Treatment ~ Varies

Follow Up ~measurement will take place within three weeks after the end of intervention

This trial's timeline: 3 weeks for screening, Varies for treatment, and measurement will take place within three weeks after the end of intervention for reporting.

Treatment Details

Study Objectives

Study objectives can provide a clearer picture of what you can expect from a treatment.

Primary study objectives

Change in Fraction Calculations Score

Change in Fraction Number Line Estimation Score

Change in Fraction Ordering Score

Secondary study objectives

Change in Fraction Arithmetic Number Line Estimation Score

Change in Fraction Magnitude & Calculations in Context Score

Measures of Academic Progress (MAP)

+1 more

Other study objectives

Fall Teacher Survey

Spring Teacher Survey

Awards & Highlights

No Placebo-Only Group

All patients enrolled in this study will receive some form of active treatment.

Trial Design

2Treatment groups

Experimental Treatment

Active Control

Group I: CFI - Classwide Fraction InterventionExperimental Treatment1 Intervention

40 sessions (2 sessions per week; 25-31 minutes per session) of explicit fraction intervention designed to improve students understanding of fraction magnitude and fraction operations.

Group II: Control - Business-As-UsualActive Control1 Intervention

Involves participation in the schools' typical math program

Do I qualify?Apply below to find out

Research Highlights

Information in this section is not a recommendation. We encourage patients to speak with their healthcare team when evaluating any treatment decision.

Mechanism Of Action

Side Effect Profile

Prior Approvals

Other Research

Classwide Fraction Intervention (CFI) focuses on enhancing fraction knowledge through structured, consistent practice and targeted instruction. The mechanisms of action include direct teaching of fraction concepts, use of visual aids, and repetitive practice to reinforce learning. These methods help MLD patients by breaking down complex mathematical concepts into manageable steps, improving their understanding and retention. This structured approach is crucial for MLD patients as it addresses their specific learning challenges, promotes confidence, and enhances overall mathematical proficiency.

SRSD Fractions: Helping Students at Risk for Disabilities Add/Subtract Fractions With Unlike Denominators.Effectiveness of the MASTER program for teaching special children multiplication and division.