Math Learning DisabilityNCT05201534
Interventions in Mathematics and Cognitive Skills
A study testing Interventions in Mathematics and Cognitive Skills - Experimental and Interventions in Mathematics and Cognitive Skills - Active Comparator in people with Math Learning Disability and Child Development, run by Stanford University at 1 site in United States.
Trial summary
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). Read more about this study
- Who is it for?
- Ages 6 to 12 yearsHealthy volunteers can take part
- Conditions the study is for
- Math Learning Disability, Child Development, Developmental Disability
- What is being tested?
- Interventions in Mathematics and Cognitive Skills - Experimental and Interventions in Mathematics and Cognitive Skills - Active Comparator
- Type of treatment
- Pill or oral medicine
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 180 participants
- Where
- 1 siteUnited States
- Study dates
- 5 May 2023to 31 Aug 2027
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 6 to 12 years
- All sexes
- Healthy volunteers accepted
- Child
Who may be able to join
- Elementary school aged children starting from first grade (6-12 years old)
- IQ: Participants with a Full Scale IQ > 70 on the Wechsler Abbreviated Scle of Intelligence (WASI-II).
- 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
- 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
- Normal or corrected-to-normal vision and no hearing impairments
- Inclusion in MRI scan session: Right-handed
Who cannot join
- 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, claustrophobia)
Trial locations and contacts
1 site in 1 country. Contact the study team or a site near you to ask about taking part.
United States1 site, 1 recruiting
- Recruiting
Stanford Cognitive and Systems Neuroscience Laboratory
Palo Alto, California, 94304
Zehra Unal, 737-615-0834, zehraeu@stanford.edu
Oliver Lasnick, 818-836-7956, ohml@stanford.edu
About this study
Official title: 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, numerical skills in children, including those with mathematical learning disabilities (MLD).
Read the detailed description
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).
To achieve this goal, investigators will use a theoretically-motivated integrated symbolic/non-symbolic (iSNS) intervention with a randomized controlled design to enhance cross-format mapping between symbolic and nonsymbolic representations of quantities. The investigators will develop innovative computational models to investigate individual differences in latent cognitive processes and brain plasticity that contribute to learning, long-term retention, and transfer in children.
The investigators will assess performance in several areas and investigate cognitive and neural mechanisms that support numerical skill acquisition in children with differing levels of math learning abilities.
- Conditions
- Math Learning Disability, Child Development, Developmental Disability, Learning Disabilities, Learning Disabled, Learning Curve
- Being tested
- Interventions in Mathematics and Cognitive Skills - Experimental, Interventions in Mathematics and Cognitive Skills - Active Comparator
- Keywords
- Numerical skills in children, Low math abilities, Mathematical Learning Disabilities, Mathematical Concepts, Mathematics, Transfer, Psychology, Generalization, Psychology, Early Intervention, Educational, Neural Pathways, Neural Networks, Computer
- Medical subject headings
- Dyscalculia, Developmental Disabilities, Learning Disabilities, Specific Learning Disorder, Child Behavior, Behavior, Cognition Disorders, Cognitive Dysfunction
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Interventions in Mathematics and Cognitive Skills - ExperimentalOther
After study participants have completed screenings to meet our inclusion criteria, participants will take part in the pre-training MRI brain scan (if eligible) and behavioral assessments and will then be assigned to the intervention for 6 weeks.
During this training, participants will spend three days each week completing a set of problems at their home on a tablet that we provide them. Participants will receive one-to-one training with a member of our research team once a week.
Following the completion of the 6-week training program, participants will be asked to complete a second MRI brain imaging session (for those who completed pre-training MRI) and post-measure appointments in order to assess immediate effects of the training program. Participants will also be invited to return for follow-up testing after six months in order to assess the long- lasting effects of the training program.
Interventions in Mathematics and Cognitive Skills - Active ComparatorOther
After study participants have completed screenings to meet our inclusion criteria, participants will take part in the pre-training MRI brain scan (if eligible) and behavioral assessments and will then be assigned to the intervention for 6 weeks.
During this training, participants will spend three days each week completing a set of problems at their home on a tablet that we provide them. Participants will receive one-to-one training with a member of our research team once a week.
Following the completion of the 6-week training program, participants will be asked to complete a second MRI brain imaging session (for those who completed pre-training MRI) and post-measure appointments in order to assess immediate effects of the training program. Participants will also be invited to return for follow-up testing after six months in order to assess the long- lasting effects of the training program.
| Study group | Role | What they receive |
|---|---|---|
| Integrative Symbolic Non-Symbolic (iSNS) Training | Experimental | 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. Receives: Other: Interventions in Mathematics and Cognitive Skills - Experimental |
| Active Comparator: Active Control Intervention (Working Memory Training) | Active comparator | 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. Receives: Other: Interventions in Mathematics and Cognitive Skills - Active Comparator |
What is being measured
The primary outcome is the main question the study is designed to answer.
Change from baseline in symbolic number comparison task performance (reaction time)
Performance will be measured by children's reaction time (milliseconds) on symbolic number comparison task
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in symbolic number comparison task performance (accuracy)
Performance will be measured by children's accuracy (% trials correct) on symbolic number comparison task
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in non-symbolic number comparison task performance (reaction time)
Performance will be measured by children's reaction time (milliseconds) on non-symbolic number comparison task
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in non-symbolic number comparison task performance (accuracy)
Performance will be measured by children's accuracy (% trials correct) on non-symbolic number comparison task
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in latent cognitive measures of symbolic number comparison task performance (drift rate)
Latent cognitive processing will be measured by drift rate from children's symbolic number comparison task performance
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in latent cognitive measures of symbolic number comparison task performance (post-error adjustment)
Latent cognitive processing will be measured by post-error adjustment from children's symbolic number comparison task performance
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in latent cognitive measures of non-symbolic number comparison task performance (drift rate)
Latent cognitive processing will be measured by drift rate from children's non-symbolic number comparison task performance
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in latent cognitive measures of non-symbolic number comparison task performance (post-error adjustment)
Latent cognitive processing will be measured by post-error adjustment from children's non-symbolic number comparison task performance
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in brain activation during symbolic number comparison task performance
Neural activity will be measured during functional magnetic resonance imaging (fMRI) symbolic number comparison task. Data will consist of beta values from individual subject contrast maps for Near vs Far contrast from the whole-brain GLM fMRI analysis.
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in brain activation during non-symbolic number comparison task performance
Neural activity will be measured during functional magnetic resonance imaging (fMRI) non-symbolic number comparison task. Data will consist of beta values from individual subject contrast maps for Near vs Far contrast from the whole-brain general linear model (GLM) fMRI analysis.
Measured: Baseline and post-intervention (after 6 weeks)
Secondary outcomes (2)
Change from baseline in symbolic addition task performance (reaction time)
Performance will be measured by children's reaction time (milliseconds) on symbolic addition task
Measured: Baseline and post-intervention (after 6 weeks)
Change from baseline in symbolic addition task performance (accuracy)
Performance will be measured by children's accuracy (% trials correct) on symbolic addition task
Measured: Baseline and post-intervention (after 6 weeks)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted21 Jan 2022
- Study start5 May 2023
- Primary completion31 Aug 2027 (estimated)
- Study completion31 Aug 2027 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Math Learning DisabilityStudies of the same condition, open and under way.
- More trials run by Stanford UniversityThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Enrolment
- 180 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Stanford University
- Sponsor type
- University, hospital or other
- Collaborators
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
- Responsible party
- Principal investigator, Vinod Menon, Stanford University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT05201534
- Sponsor's protocol ID
- 62479
- Other IDs
- 2R01HD059205-11A1, SPO #42749
- Status last verified
- Jun 2026
- First submitted
- 7 Jan 2022
- Last updated
- 11 Aug 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 11 Aug 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Interventions in Math Learning Disabilities: Cognitive and Neural Correlates
- ClinicalTrials.gov ID
- NCT05201534
- Acronym / sponsor ID
- 62479
- Conditions
- Math Learning Disability, Child Development, Developmental Disability, Learning Disabilities, Learning Disabled, Learning Curve
- Keywords
- Numerical skills in children, Low math abilities, Mathematical Learning Disabilities, Mathematical Concepts, Mathematics, Transfer, Psychology, Generalization, Psychology, Early Intervention, Educational
- Study type
- Interventional
- Recruitment status
- Recruiting
- Enrolment
- 180 participants (estimated)
- Lead sponsor
- Stanford UniversityUniversity, hospital or other
- Collaborators
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
- Study start
- 5 May 2023 (actual)
- Primary completion
- 31 Aug 2027 (estimated)
- Study completion
- 31 Aug 2027 (estimated)
- First posted
- 21 Jan 2022 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
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).
Detailed description
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).
To achieve this goal, investigators will use a theoretically-motivated integrated symbolic/non-symbolic (iSNS) intervention with a randomized controlled design to enhance cross-format mapping between symbolic and nonsymbolic representations of quantities. The investigators will develop innovative computational models to investigate individual differences in latent cognitive processes and brain plasticity that contribute to learning, long-term retention, and transfer in children.
The investigators will assess performance in several areas and investigate cognitive and neural mechanisms that support numerical skill acquisition in children with differing levels of math learning abilities.
Study design
- Primary purpose
- Treatment
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
| Arm | Type | Receives |
|---|---|---|
| Integrative Symbolic Non-Symbolic (iSNS) Training | Experimental | Other: Interventions in Mathematics and Cognitive Skills - ExperimentalIntegrative 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. |
| Active Comparator: Active Control Intervention (Working Memory Training) | Active comparator | Other: Interventions in Mathematics and Cognitive Skills - Active ComparatorActive control intervention: Over a period of 6 weeks, participants will complete activities that enhance short-term storage and maintenance of visuospatial or verbal information. |
Who may qualify
- Ages
- 6 to 12 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child
Key inclusion criteria (6 listed)
- Elementary school aged children starting from first grade (6-12 years old)
- IQ: Participants with a Full Scale IQ > 70 on the Wechsler Abbreviated Scle of Intelligence (WASI-II).
- 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
- 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
- Normal or corrected-to-normal vision and no hearing impairments
Key exclusion criteria (4 listed)
- 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, claustrophobia)
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Interventions in Mathematics and Cognitive Skills - ExperimentalAfter study participants have completed screenings to meet our inclusion criteria, participants will take part in the pre-training MRI brain scan (if eligible) and behavioral assessments and will then be assigned to the intervention for 6 weeks. During this training, participants will spend three days each week completing a set of problems at their home on a tablet that we provide them. Participants will receive one-to-one training with a member of our research team once a week. Following the completion of the 6-week training program, participants will be asked to complete a second MRI brain imaging session (for those who completed pre-training MRI) and post-measure appointments in order to assess immediate effects of the training program. Participants will also be invited to return for follow-up testing after six months in order to assess the long- lasting effects of the training program. | Other | Integrative Symbolic Non-Symbolic (iSNS) Training |
| Interventions in Mathematics and Cognitive Skills - Active ComparatorAfter study participants have completed screenings to meet our inclusion criteria, participants will take part in the pre-training MRI brain scan (if eligible) and behavioral assessments and will then be assigned to the intervention for 6 weeks. During this training, participants will spend three days each week completing a set of problems at their home on a tablet that we provide them. Participants will receive one-to-one training with a member of our research team once a week. Following the completion of the 6-week training program, participants will be asked to complete a second MRI brain imaging session (for those who completed pre-training MRI) and post-measure appointments in order to assess immediate effects of the training program. Participants will also be invited to return for follow-up testing after six months in order to assess the long- lasting effects of the training program. | Other | Active Comparator: Active Control Intervention (Working Memory Training) |
Primary outcome
Change from baseline in symbolic number comparison task performance (reaction time)
Time frame: Baseline and post-intervention (after 6 weeks)
Performance will be measured by children's reaction time (milliseconds) on symbolic number comparison task
Change from baseline in symbolic number comparison task performance (accuracy)
Time frame: Baseline and post-intervention (after 6 weeks)
Performance will be measured by children's accuracy (% trials correct) on symbolic number comparison task
Change from baseline in non-symbolic number comparison task performance (reaction time)
Time frame: Baseline and post-intervention (after 6 weeks)
Performance will be measured by children's reaction time (milliseconds) on non-symbolic number comparison task
Change from baseline in non-symbolic number comparison task performance (accuracy)
Time frame: Baseline and post-intervention (after 6 weeks)
Performance will be measured by children's accuracy (% trials correct) on non-symbolic number comparison task
Change from baseline in latent cognitive measures of symbolic number comparison task performance (drift rate)
Time frame: Baseline and post-intervention (after 6 weeks)
Latent cognitive processing will be measured by drift rate from children's symbolic number comparison task performance
Change from baseline in latent cognitive measures of symbolic number comparison task performance (post-error adjustment)
Time frame: Baseline and post-intervention (after 6 weeks)
Latent cognitive processing will be measured by post-error adjustment from children's symbolic number comparison task performance
Change from baseline in latent cognitive measures of non-symbolic number comparison task performance (drift rate)
Time frame: Baseline and post-intervention (after 6 weeks)
Latent cognitive processing will be measured by drift rate from children's non-symbolic number comparison task performance
Change from baseline in latent cognitive measures of non-symbolic number comparison task performance (post-error adjustment)
Time frame: Baseline and post-intervention (after 6 weeks)
Latent cognitive processing will be measured by post-error adjustment from children's non-symbolic number comparison task performance
Change from baseline in brain activation during symbolic number comparison task performance
Time frame: Baseline and post-intervention (after 6 weeks)
Neural activity will be measured during functional magnetic resonance imaging (fMRI) symbolic number comparison task. Data will consist of beta values from individual subject contrast maps for Near vs Far contrast from the whole-brain GLM fMRI analysis.
Change from baseline in brain activation during non-symbolic number comparison task performance
Time frame: Baseline and post-intervention (after 6 weeks)
Neural activity will be measured during functional magnetic resonance imaging (fMRI) non-symbolic number comparison task. Data will consist of beta values from individual subject contrast maps for Near vs Far contrast from the whole-brain general linear model (GLM) fMRI analysis.
2 secondary outcomes
Change from baseline in symbolic addition task performance (reaction time)
Time frame: Baseline and post-intervention (after 6 weeks)
Change from baseline in symbolic addition task performance (accuracy)
Time frame: Baseline and post-intervention (after 6 weeks)
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 11 Aug 2026.
- Individual participant dataSharing planned: No
Related trials for Math Learning Disability
Not yet recruiting
Intervention on Mathematical Problem-Solving Skills
Math Learning Disability, Learning Disabilities
Recruiting
Understanding Cognitive-Academic Bidirectionality in Math Learning Disabilities
Math Learning Disability
Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Interventions in Mathematics and Cognitive Skills - Experimental and Interventions in Mathematics and Cognitive Skills - Active Comparator in people with Math Learning Disability and Child Development, run by Stanford University at 1 site in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 6 inclusion and 4 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: looking for participants now, as of the sponsor's last update on 11 Aug 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Vinod Menon, PhD (16507363699, menon@stanford.edu), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Change from baseline in symbolic number comparison task performance (reaction time) (time frame: Baseline and post-intervention (after 6 weeks)). The study lists 10 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 11 Aug 2026.