Teaching Math Skills to Individuals With Fragile X Syndrome
| Status: | Completed |
|---|---|
| Conditions: | Cognitive Studies, Other Indications |
| Therapuetic Areas: | Psychiatry / Psychology, Other |
| Healthy: | No |
| Age Range: | 10 - 23 |
| Updated: | 4/2/2016 |
| Start Date: | September 2008 |
| End Date: | July 2013 |
| Contact: | Scott Hall, PhD |
| Email: | hallss@stanford.edu |
| Phone: | (650) 498-4799 |
Evaluating a Brief Intensive Intervention for Individuals With Fragile X Syndrome
Children with FXS are predisposed to manifesting a particular profile of intellectual
strengths and weaknesses, including specific deficits in math, visual-spatial skills,
executive functioning, and social skills. Until now, intensive behavioral interventions have
not been targeted to syndrome-specific weaknesses. In the present study we will develop and
evaluate behavioral strategies to aid skill acquisition in children with FXS.
strengths and weaknesses, including specific deficits in math, visual-spatial skills,
executive functioning, and social skills. Until now, intensive behavioral interventions have
not been targeted to syndrome-specific weaknesses. In the present study we will develop and
evaluate behavioral strategies to aid skill acquisition in children with FXS.
There are no experimental data of skill acquisition using matching-to-sample techniques (or
any other specific cognitive intervention) conducted with individuals with FXS. Further, no
studies have been conducted to examine the possible underlying or mediating brain processes
involved during matching-to-sample skill acquisition in children with FXS or any other
neurodevelopmental disorder.
Previous pilot data have indicated that the computerized match-to-sample procedure, even
when conducted in time-limited sessions, may significantly help individuals with FXS learn
new skills. We plan to utilize brain imaging methodology to compare functional connectivity
networks for those who pass and those who fail the equivalence test. 30 subjects with FXS
and 30 control subjects with idiopathic developmental disability will be enrolled in the
study. All subjects will be enrolled at Stanford.
any other specific cognitive intervention) conducted with individuals with FXS. Further, no
studies have been conducted to examine the possible underlying or mediating brain processes
involved during matching-to-sample skill acquisition in children with FXS or any other
neurodevelopmental disorder.
Previous pilot data have indicated that the computerized match-to-sample procedure, even
when conducted in time-limited sessions, may significantly help individuals with FXS learn
new skills. We plan to utilize brain imaging methodology to compare functional connectivity
networks for those who pass and those who fail the equivalence test. 30 subjects with FXS
and 30 control subjects with idiopathic developmental disability will be enrolled in the
study. All subjects will be enrolled at Stanford.
Inclusion Criteria:
- (a) 10 to 23 years of age (this age range was chosen to maximize the probability that
subjects will cooperate with the imaging procedures as well as benefit from the
interventions),
- (b) in good physical health,
- (c) able to participate in the imaging component of the project,
- (d) IQ between 50 and 80. We have found that individuals with IQ's less than 50
points are generally unable to comply with the scanning procedures.
- (e) diagnosis of FXS (for FXS group) and non-specific developmental disorder (for
control group).
Exclusion Criteria:
Exclusion criteria include
- contraindications for MRI (e.g., pacemaker, braces),
- the presence of neurological or sensory problems not associated with the conditions
of interest (e.g., head trauma, blindness), or inability to discontinue psychotropic
medication for 4 weeks prior to the scan.
- Additional exclusion criteria for the control group include the presence of any known
identifiable syndrome (e.g., fragile X syndrome, Down syndrome, Prader-Willi
syndrome, Turner syndrome, PKU, fetal alcohol syndrome, Williams syndrome).
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