RecruitingNot ApplicableNCT03713125

Executive Function in Early Childhood

Early Academic Achievement and Intervention Response: Role of Executive Function

Sponsor

Vanderbilt University

Enrollment

260 participants

Start Date

Aug 13, 2019

Study Type

INTERVENTIONAL

Conditions

Reading disability

Summary

Despite the fact that a substantial number of school age children struggle with both reading and math acquisition, the brain mechanisms of the overlapping aspects of reading and math skills, thought in part to be linked via executive functions (EF), have not been unpacked. This project will use a longitudinal design, following children from Kindergarten through 1st grade, to understand how the brain networks associated with reading, math, and EF interact to predict academic outcomes and, in those who struggle academically, intervention response.

Eligibility

Min Age: 4 YearsMax Age: 9 Years

Inclusion Criteria2

Children in Kindergarten (approximate ages 4-9 years)
Native English speakers

Exclusion Criteria9

Children not in Kindergarten at time of enrollment;
previous diagnosis of Intellectual Disability;
known uncorrectable visual impairment;
documented hearing impairment greater than or equal to a 25 decibel (dB) loss;
medical contraindication to MRI procedures (e.g., metal devices) - excludes from MRI procedures only;
known intelligence quotient (IQ) below 70;
a pervasive developmental disorder; and
any known neurologic pathology, including epilepsy, spina bifida, cerebral palsy, traumatic brain injury, and brain tumors.
Comorbid severe psychiatric disorders will also be excluded, as will those who are taking psychotropic medications, with the exception of stimulant medication for Attention Deficit Hyperactivity Disorder (ADHD). Children who meet criteria for ADHD will be eligible as long as they are not taking psychotropic medications, with the exception of stimulant medication for ADHD.