scholarly journals A-31 Distinguishing Neuro-Markers of Math Learning Disability Using EEG Coherence

2021 ◽  
Vol 36 (6) ◽  
pp. 1072-1072
Author(s):  
Jessica Luedke ◽  
Scott L Decker
Keyword(s):  
Learning Disability ◽  
Math Achievement ◽  
Brain Connectivity ◽  
Supporting Evidence ◽  
Eeg Coherence ◽  
Spatial Integration ◽  
Hemispheric Differences ◽  
Math Learning ◽  
Local Agencies ◽  
University Laboratory

Abstract Objective The current study evaluated brain connectivity in math learning disability (MLD) by examining intra- and interhemispheric electroencephalography (EEG) coherence in three groups of children with differing math profiles. Differential patterns of connectivity were evaluated during “at-rest” conditions and statistically evaluated across three groups. Method Testing occurred in a university laboratory setting. Participants were recruited through media and local agencies serving children with disabilities. The Woodcock Johnson cognitive and achievement tests were used to determine general intelligence and skills across all math achievement subtests. Additionally, 3-minute eye-closed EEG resting data was collected. Groups used in the current study were: neurotypical controls (NC) (n = 30), math learning disability (MLD) (n = 15), and lower achievement (LA) (n = 15). Participants’ mean age was 9.58 (SD = 1.38) with 53.3% being male. Results Intrahemispheric comparisons suggest MLD children demonstrated reduced left hemispheric coherence to NC’s (p = 0.006), not seen in LA children. Additionally, NC’s had greater beta coherence (p = 0.002). Interhemispheric analyses revealed the MLD group had reduced alpha occipital coherence compared to the LA group (p = 0.031). Conclusion The current study provides supporting evidence for implicating brain connectivity as an underlying cause of MLD. Specifically, left hemispheric differences in delta coherence were found in children with MLD not observed in children with LA profiles. Weaknesses in areas of visuo-spatial integration in the MLD group were also observed. Results suggest atypical patterns of brain connectivity in the default-mode network (DMN) in delta wavelengths may serve as a useful biomarker of MLD.

scholarly journals Numerical Comparisons and Sex-Related Brain Connectivity

2021 ◽  
Vol 13 (2) ◽  
pp. 62
Author(s):  
Fabiola R. Gómez-Velázquez ◽  
Andrés A. González-Garrido ◽  
Ricardo A. Salido-Ruiz ◽  
Sulema Torres-Ramos ◽  
Aurora Espinoza-Valdez ◽  
...  
Keyword(s):  
Brain Connectivity ◽  
Cognitive Strategies ◽  
Numerical Comparison ◽  
Math Learning ◽  
Comparison Task ◽  
Behavioral Measures ◽  
Functional Brain ◽  
Progressive Development ◽  
Interhemispheric Connectivity ◽  
Number Comparison

Despite the recent literature on sex-related anatomic, maturational and functional brain differences, the study of significant individual developments in math learning and achievement has scarcely approached this perspective. We aimed to compare the influence of sex in functional brain connectivity and behavioral measures in a numerical comparison task. Therefore, a group of school children with ages from 8 to 11 years old was evaluated during a number comparison task. Even though the behavioral performance was similar across the sexes, males distinctly showed a significant correlation between their math WRAT-4 scores and the number of correct responses in the experimental task and working memory scores. Besides, the analysis of the concurrent EEG during task performance showed that males comparatively had a greater brain left intra-hemispheric connectivity, as well as greater interhemispheric connectivity, particularly in Theta and Alpha bands during task performing -as compared to resting-. In contrast, females showed a significantly different decrement of brain connectivity in the Alpha band from resting to task performing. Present results are interpreted as probably reflecting sex-related maturational dissimilarities in neurodevelopment, along with the progressive development of more efficient cognitive strategies, processes running not necessarily parallel in both sexes. 

scholarly journals Primary School Age Students' Spontaneous Comments about Math Reveal Emerging Dispositions Linked to Later Mathematics Achievement

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Michèle M. M. Mazzocco ◽  
Laurie B. Hanich ◽  
Maia M. Noeder
Keyword(s):  
Early Childhood ◽  
Mathematics Achievement ◽  
Learning Disability ◽  
Math Achievement ◽  
Mathematics Learning ◽  
School Age ◽  
Math Ability ◽  
Achievement Outcomes ◽  
Grade 3 ◽  
Primary School Age

To longitudinally explore children's developing beliefs towards mathematics, we asked 207 children to define “math” and “reading” at grades 2 and 3 and coded for spontaneous references to likability or difficulty of math (or reading) in their definitions. We found that children attributed more difficulty to math than to reading despite their relatively neutral comments on the likability of either subject. Children described math and reading with comparable degrees of specificity, but girls' definitions were more specific than boys'. Relative to their peers, children with mathematics learning disability (MLD) provided less specific definitions overall, were more likely to describe math as more difficult than reading, and were more likely to show a decrease in likability ratings of math (but not reading) from grades 2 to 3. Grade 2 ratings predicted math ability at grade 3, more so than predictors from grade 3. These findings, although based on informal analyses not intended to substitute for validated assessments of disposition, support the notions that distinct aspects of dispositions towards math emerge in early childhood, are revealed through casual discourse, and are predictive of later math achievement outcomes. This further supports current interests in developing formal measures of academic disposition in early childhood.

Adolescent females exposed to child maltreatment exhibit atypical EEG coherence and psychiatric impairment: Linking early adversity, the brain, and psychopathology

2010 ◽  
Vol 22 (2) ◽  
pp. 419-432 ◽  
Author(s):  
Vladimir Miskovic ◽  
Louis A. Schmidt ◽  
Katholiki Georgiades ◽  
Michael Boyle ◽  
Harriet L. Macmillan
Keyword(s):  
Child Maltreatment ◽  
Left Hemisphere ◽  
Brain Connectivity ◽  
Preliminary Evidence ◽  
Adolescent Females ◽  
Group Differences ◽  
Early Adversity ◽  
Eeg Coherence ◽  
Brain Circuitry ◽  
The Brain

AbstractAlthough the relation between child maltreatment and psychiatric impairment is well documented and preliminary evidence has linked child maltreatment with aberrant cortical connectivity of the left hemisphere, no investigations have attempted to examine these relations in the same study. Here, we examined the links among early adversity, brain connectivity, and functional outcomes. We collected resting regional EEG intra- and interhemispheric α-band (7.5–12.5 Hz) coherence and measures of general psychiatric impairment from a cohort of 38 adolescent females exposed to child maltreatment (Mage = 14.47) and 24 adolescent females not exposed to child maltreatment (Mage = 14.00). Maltreated youths exhibited more left hemisphere EEG coherence than the control youths, suggesting a suboptimal organization of cortical networks. Maltreated participants also showed reduced frontal (anterior) interhemispheric coherence. These differences in brain circuitry remained statistically significant even after controlling for group differences in pubertal status and socioeconomic status. Measures of functional brain connectivity were associated with several subtypes of abuse and neglect. It was important that atypical left hemisphere EEG coherencemediatedthe effects of child maltreatment on levels of psychiatric impairment. The findings are discussed in the context of models linking early adversity to brain function and psychopathology.

Comparing Math LD Diagnostic Rates Obtained Using LDAC and DSM-5 Criteria: Implications for the Field

2020 ◽  
Vol 35 (3) ◽  
pp. 175-196
Author(s):  
Meadow Schroeder ◽  
Michelle A. Drefs ◽  
Michael Zwiers
Keyword(s):  
Learning Disabilities ◽  
Learning Disability ◽  
Classification Systems ◽  
Math Learning ◽  
Data Set ◽  
Diagnostic And Statistical Manual ◽  
Dsm 5 ◽  
Learning Disability Identification ◽  
Definition Of ◽  
Disability Identification

Within the Canadian context, the two major learning disability classification systems are arguably the American Psychiatric Association’s (APA) Diagnostic and Statistical Manual of Mental Disorders and the Learning Disabilities Association (LDAC) of Canada’s Official Definition of Learning Disabilities. Several of the more recent changes to the fifth edition of the DSM contrast with the LDAC definition, which establishes them as competing diagnostic frameworks. We investigated the frequency of math learning disability identification when both the LDAC and DSM-5 criteria were modelled and applied to an archived data set (2011–2016). Results support generally similar percentages of math learning disability cases identified when employing LDAC or DSM-5 criteria; however, the two methods identified a different set of cases. Implications for using DSM-5 versus LDAC criteria in diagnosing learning disabilities are discussed, including the need to consider adopting a national diagnostic standard.

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