grant
Understanding Cognitive-Academic Bidirectionality in Math Learning Disabilities
Organization VANDERBILT UNIVERSITYLocation Nashville, UNITED STATESPosted 1 Aug 2025Deadline 30 Apr 2030
NIHUS FederalResearch GrantFY20250-11 years old1st grade8 year old8 years of ageAD/HDADHDAcademic skillsActive Follow-upAgeArithmeticAttention deficit hyperactivity disorderChildChild YouthChildren (0-21)Clinical TrialsCognitiveCompetenceComplexControl GroupsDevelopmentDisability treatmentEconomically DeprivedEmploymentEnglish LanguageEspanolExerciseFoundational SkillsGoalsImmediate MemoryInstructionInterventionJob LocationJob PlaceJob SettingJob SiteLearningLearning DisabilitiesLearning disabilityLifeLinkMathMath disabilityMathematicsMediationMental HealthMental HygieneNegotiatingNegotiationOutcomeParticipantPathway interactionsPatternPlayPredominantly Hyperactive-Impulsive Type Attention-Deficit DisorderPredominantly Hyperactive-Impulsive Type Hyperactivity DisorderProblem SolvingProcessProcess AssessmentPsychological HealthPublic HealthRandomizedReadingResearch ResourcesResourcesRoleSamplingSchoolsScienceServicesSeveritiesShort-Term MemorySpanishStudentsSubgroupSymptomsTestingTimeTrainingWork LocationWork PlaceWork-SiteWorkplaceWorksiteactive followupage 8 yearsagesboysclinical practicecognitive abilitycognitive trainingcomputer gamecomputerizeddevelopmentaldyscalculiaeconomic disparityeconomically disadvantagedeight year oldeight years of agefirst gradefollow upfollow-upfollowed upfollowupgirlsimprovedinnovateinnovationinnovativeinsightintervention designintervention effectkidsmath abilitymath achievementmath competencemath competencymath deficienciesmath defictsmath difficultiesmath learning disabilitymath proficiencymathematic abilitymathematic achievementmathematic compentencemathematic compentencymathematic proficiencymathematical abilitymathematical achievementmathematical compentencemathematical compentencymathematical deficienciesmathematical deficitmathematical difficultiesmathematical disabilitymathematical learning disabilitymathematical proficiencymathematics difficultiesmathematics disabilitymathematics disordermathematics learning disabilitymutualismmutualistic interactionsnon-Nativenonnativenumber sensenumeracypathwayprimary outcomeproficient in mathprogramsprotective effectquantitative literacyrandomisationrandomizationrandomly assignedscaffoldscaffoldingskillssocial rolestandard of caretheoriestherapy designtreatment designwork settingworking memoryyoungster
Description preview
PROJECT SUMMARY/ABSTRACT
Despite important advances in the treatment of learning disabilities (LDs), the dominant approach to
intervention—direct skills instruction—fails to meet the needs of 25-45% of LD students. This indicates the
need to expand the framework for LD intervention science with innovative approaches. This clinical trial (CT)…
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