Neurophysiological research is vital to aid our understanding of the neural networks underlying specific learning disabilities (SLD) and improve intervention and assessment of SLDs. Unfortunately, there is significant variability in disability eligibility, which can lead to heterogenous classifications of SLD. When heterogenous groups are used in research, we may make erroneous conclusions on underlying brain network abnormalities observed in SLD. The current study evaluated the impact of two differing methods of math learning disability (MLD) eligibility classification in elementary school-aged children (M= 9.58, SD=1.38) and observed differences in statistical significance for at-rest electroencephalographic short/medium, and long intra-hemispheric coherence (N=60). Classification A identified children as MLD if their intelligence quotient (IQ) was at least 10 standard score (SS) points greater than their broad math. Classification B identified children as MLD if their oral language was at least 10 SS points greater than their broad math. Results for classification A suggest lower beta short/medium left intra-hemispheric coherence and alpha long intra-hemispheric coherence in children with MLD (p’s < .05), which is negated when using classification B (p’s > .05). Such results may hinder theoretical understandings of how learning disabilities impact typical brain functionality and neurological explanations for differing learning profiles.
|First Author||Jessica C. Luedke|
|Second Author||Christopher Anzalone|
|Third Author||Scott L. Decker|