Intervention on Mathematical Problem-Solving Skills

Interventions in Math Learning Disabilities: Cognitive and Neural Correlates

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.

Inclusion Criteria:

1. Elementary school-aged children starting from first grade (6-12 years old)
2. Intelligence Quotient: Participants with a Full Scale Intelligence Quotient is greater than 70 on the Wechsler Abbreviated Scale of Intelligence Quotient
3. Identification of Mathematical Learning Disabilities: Scores below the 20th percentile on two or more Wechsler Individual Achievement Test, Fourth Edition math subtests
4. Identification of typically developing children: Scores at or above the 50th percentile on two or more Wechsler Individual Achievement Test, Fourth Edition 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 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)