Mathematics Intervention for Children with Prenatal Alcohol Exposure and Fetal Alcohol Spectrum Disorder

Abstract

Individuals with fetal alcohol spectrum disorders (FASD) experience deficits in behavior, cognition, and academic functioning resulting from prenatal alcohol exposure (PAE). Although receiving intervention for developmental disabilities is a strong protective factor against negative outcomes in FASD, intervention research in this population is in its infancy. The purpose of this study was to replicate and extend a mathematics intervention developed in the USA specifically for children with FASD. Seventeen Canadian children aged 4-10 with confirmed PAE or an FASD diagnosis were assigned to either the math intervention or a contrast intervention. At pre-test, both groups generally exhibited below-average math, executive function, working memory, and visuospatial skills. Following a relatively brief, individualized, one-on-one intervention, children in the math group demonstrated significantly greater changes in math achievement than the contrast group. Significant changes in other cognitive functions were not observed. Older age, lower IQ, and lower socioeconomic status were associated with increased math treatment change in the math group. The replication and extension of the math intervention appears to have significant, positive impact on mathematics achievement scores of children with PAE and FASD.