Project MAPS: Mapping Non-Response to Math Interventions

Investigators are studying ways to improve the efficacy of math interventions for students with and at risk for math learning disabilities (MLD) who do not respond to research validated interventions.

Examining first grade math achievement in the context of an authentic service delivery model is critical based on the strong relationship between early math achievement and later math achievement. Because these patterns are established early and unlikely to change in the absence of intervention, understanding the underlying  behavioral and neural bases for these differences is essential to develop and refine targeted interventions that can alter long-term trajectories for at risk learners who do not respond to research validated interventions. This is a subaward with the University of Oregon from the National Science Foundation.


12/1/17 - 11/30/21


National Science Foundation