Comparison of Verbal Learning and Memory in Children With Heavy Prenatal Alcohol Exposure or Attention‐Deficit/Hyperactivity Disorder

Abstract

Background Children with fetal alcohol spectrum disorders (FASD) have deficits in verbal learning and recall. However, the specificity of these deficits has not been adequately tested. In the current study, verbal learning and memory performance of children with heavy prenatal alcohol exposure was compared to children with attention-deficit/hyperactivity disorder (ADHD), a disorder commonly seen in alcohol-exposed children. Methods Performance on the California Verbal Learning Test – Children's Version (CVLT-C) was examined in three groups of children (N=22/group): (1) heavy prenatal alcohol exposure and ADHD (ALC), (2) nonexposed with ADHD (ADHD), and (3) nonexposed typically developing (CON). Groups were matched on age, sex, race, ethnicity, handedness, and socioeconomic status. Results Group differences were noted on learning trials (CON > ADHD > ALC). On the delayed recall trial, CON children performed better than both clinical groups, who did not differ from each other. Children in the ALC group demonstrated poorer recognition than children in the CON and ADHD groups, who did not differ from each other. Marginally significant group differences were noted on retention of previously learned material. Post hoc analyses indicated that ADHD children showed worse retention relative to the CON group, whereas retention in the ALC children remained intact. Conclusions These data suggest that children with heavy prenatal alcohol exposure and nonexposed children with ADHD show differential patterns of deficit on the CVLT-C. Performance of alcohol-exposed children reflects inefficient encoding of verbal material, whereas performance of the ADHD group may be better characterized by a deficit in retrieval of learned material. Differences noted between clinical groups add to a growing neurobehavioral profile of FASD that may aid in differential diagnosis.

Educational Needs and Care of Children with FASD

“…Studies have shown that children with PAE have deficits encoding verbal information [33][34][35][36][37]. Children with weaknesses encoding language may display problems following multistep directions or classroom discussions.…”

Supporting individuals with fetal alcohol spectrum disorders: A summary of effective practices

“…Research indicates that children's memory functioning 50 PHYSICAL DISABILITIES: EDUCATION AND RELATED SERVICES varies according to the degree of prenatal alcohol exposure. For example, children with moderate prenatal alcohol exposure have demonstrated deficits in short-term and long-term memory , while children with heavy prenatal alcohol exposure have exhibited poor recognition and retention of information previously taught (Crocker et al, 2011).…”

“…Individuals with FASD experience deficits in both the quantity and the quality of the information they process (Burden et al, 2009;. When presented with the same number and type of learning opportunities, children with FASD are likely to learn less information than children without prenatal alcohol exposure Roebuck-Spencer & Mattson, 2004), as well as those with Attention Deficit Hyperactivity Disorder (ADHD) (Crocker, Vaurio, Riley, & Mattson, 2011). Further, when increasing amounts of visual stimuli are provided, a significant positive linear effect is EDUCATING INDIVIDUALS WITH FASD 49 observed for children with FASD in the quantity of time required to process the growing amounts of information .…”

Complete Issue Volume 32 Number 2

“…Research indicates that children's memory functioning varies according to the degree of prenatal alcohol exposure. For example, children with moderate prenatal alcohol exposure have demonstrated deficits in short-term and long-term memory (Willford et al, 2004), while children with heavy prenatal alcohol exposure have exhibited poor recognition and retention of information previously taught (Crocker et al, 2011).…”

“…Individuals with FASD experience deficits in both the quantity and the quality of the information they process (Burden et al, 2009;. When presented with the same number and type of learning opportunities, children with FASD are likely to learn less information than children without prenatal alcohol exposure (Mattson & Roebuck, 2002;Roebuck-Spencer & Mattson, 2004), as well as those with Attention Deficit Hyperactivity Disorder (ADHD) (Crocker, Vaurio, Riley, & Mattson, 2011). Further, when increasing amounts of visual stimuli are provided, a significant positive linear effect is observed for children with FASD in the quantity of time required to process the growing amounts of information (Simmons, Thomas, Levy, & Riley, 2006).…”