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Math & Cognitive Skill Interventions for Dyscalculia

Recruiting in Palo Alto (17 mi)

Age: < 18

Sex: Any

Travel: May Be Covered

Time Reimbursement: Varies

Trial Phase: Academic

Recruiting

Sponsor: Stanford University

Must not be taking: Psychiatric medications

Disqualifiers: Neurological, Psychiatric, Head injury, others

No Placebo Group

Trial Summary

What is the purpose of this trial?

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

Will I have to stop taking my current medications?

The trial excludes participants who are on consistent psychiatric medications, so you may need to stop taking them to participate.

What data supports the effectiveness of the treatment Interventions in Mathematics and Cognitive Skills for dyscalculia?

Research shows that children with dyscalculia benefit from numeracy intervention programs that focus on basic numerical and conceptual knowledge, leading to significant improvements in calculation skills. Additionally, computer-based training programs like Calcularis have been shown to enhance numerical cognition and arithmetic operations in children with mathematical difficulties.¹ ² ³ ⁴ ⁵

Is the Math & Cognitive Skill Interventions for Dyscalculia safe for humans?

The studies reviewed did not report any safety concerns or adverse effects related to the math and cognitive skill interventions for dyscalculia, suggesting they are generally safe for use in humans.¹ ⁴ ⁶ ⁷ ⁸

How is the Math & Cognitive Skill Interventions treatment for dyscalculia different from other treatments?

This treatment is unique because it combines math intervention strategies with cognitive skills enhancement, focusing on both basic numerical knowledge and conceptual understanding, which are often neglected in traditional school settings. It is tailored to individual needs and can be delivered in small groups or one-on-one, making it flexible and potentially more effective than standard approaches.¹ ² ³ ⁵ ⁹

Research Team

Eligibility Criteria

This trial is for elementary school children aged 6-12 with an IQ over 70. It's aimed at those struggling with math, scoring below the 25-35th percentile in certain tests, and typically developing kids who score above that range. Participants must have normal vision and hearing, be right-handed for MRI scans, and not have psychiatric disorders or head injuries.

Inclusion Criteria

Only people who are right-handed can participate in the MRI scan.

My vision is normal or corrected to normal, and I don't have hearing problems.

If you score lower than most people on a math test and have trouble with math in general, you may not be able to join the study.

See 3 more

Exclusion Criteria

I have had a head injury due to an accident or trauma.

I have a history of mental health issues like schizophrenia or ADHD.

My psychiatric medications have been stable.

See 1 more

Trial Timeline

Screening

Participants are screened for eligibility to participate in the trial

2-4 weeks

Treatment

Participants undergo Integrative Symbolic Non-Symbolic (iSNS) training or Active Control Intervention over a period of 6 weeks to enhance numerical skills

6 weeks

Follow-up

Participants are monitored for changes in cognitive and neural measures post-intervention

4 weeks

Treatment Details

Interventions

Interventions in Mathematics and Cognitive Skills (Other)

Trial OverviewThe study is testing educational interventions to improve mathematical skills in children with learning disabilities compared to typical development. It examines how these interventions affect brain function and decision-making related to numbers.

Participant Groups

2Treatment groups

Experimental Treatment

Active Control

Group I: Integrative Symbolic Non-Symbolic (iSNS) TrainingExperimental Treatment1 Intervention

Integrative symbolic non-symbolic (iSNS) training: Over a period of 6 weeks, participants will complete activities that progressively strengthen the mapping of symbolic numerical representations to non-symbolic numerical quantities and enhance fluency in symbolic numerical skills.

Group II: Active Comparator: Active Control Intervention (Working Memory Training)Active Control1 Intervention

Active control intervention: Over a period of 6 weeks, participants will complete activities that enhance short-term storage and maintenance of visuospatial or verbal information.

Find a Clinic Near You

Research Locations NearbySelect from list below to view details:

Stanford Cognitive and Systems Neuroscience LaboratoryPalo Alto, CA

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Who Is Running the Clinical Trial?

Stanford University

Lead Sponsor

Trials

2527

Patients Recruited

17,430,000+

Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)

Collaborator

Trials

2103

Patients Recruited

2,760,000+

Findings from Research

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Evaluation of a numeracy intervention program focusing on basic numerical knowledge and conceptual knowledge: a pilot study.Kaufmann, L., Handl, P., Thöny, B.[2022]

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Principles underlying the design of "The Number Race", an adaptive computer game for remediation of dyscalculia.Wilson, AJ., Dehaene, S., Pinel, P., et al.[2018]

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

An open trial assessment of "The Number Race", an adaptive computer game for remediation of dyscalculia.Wilson, AJ., Revkin, SK., Cohen, D., et al.[2018]

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Design and evaluation of the computer-based training program Calcularis for enhancing numerical cognition.Käser, T., Baschera, GM., Kohn, J., et al.[2021]

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

[Symptoms diagnosis and treatment of dyscalulia].Ise, E., Schulte-Körne, G.[2013]

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Assessment and conceptual remediation of basic calculation skills in elementary school students.Karakonstantaki, ES., Simos, PG., Michalis, V., et al.[2019]

5% to 8% of school-age children experience memory or cognitive deficits that hinder their learning in mathematics, indicating a significant prevalence of learning challenges in this area.

The review categorizes these deficits into three subtypes of mathematics learning disability and connects research on mathematical cognition with learning disabilities, suggesting a need for targeted interventions.

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Mathematics and learning disabilities.Geary, DC.[2019]

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Mathematics development and difficulties: the role of visual-spatial perception and other cognitive skills.Barnes, MA., Raghubar, KP.[2019]

NCBI (Pubmed)

pubmed.ncbi.nlm.nih.gov

Efficacy of neuropsychological rehabilitation on numerical and calculation abilities: A developmental case study.De Nigris, A., Masciarelli, G., Guariglia, C.[2021]