Exploring Mathematics Difficulties in Children With Fetal Alcohol Spectrum Disorders

Abstract

Abstract— Fetal alcohol spectrum disorders (FASD) may cause a range of physical, mental, behavioral, and learning problems in children whose mothers consumed alcohol during pregnancy. One area of particular weakness for these children is mathematics, with deficits apparent even in studies that control for many potentially confounding variables and IQ. Deficits related to FASD are evident on many different components of mathematics, from standardized achievement measures to specific mathematics tests, and occur among young children, adolescents, and even adults. Children with FASD tend to have more difficulty with mathematics than with other cognitive areas, and mathematics is most highly correlated with the amount of prenatal alcohol exposure. To determine why math is such a significant area of weakness for children with FASD, research must explore how these children perform on different components of mathematics, the brain areas implicated in their mathematics deficits, the cognitive factors that underlie these deficits, and the profile of strengths and weaknesses of these children. Research also is needed on mathematical skills of preschool children with FASD and how math abilities develop in later years. Finally, studies are imperative on the efficacy of interventions designed to improve the math skills of children with FASD.

Unpacking the Heterogeneity of Cognitive Functioning in Children and Adolescents with Fetal Alcohol Spectrum Disorder: Determining the Role of Moderators and Strengths

“…These domains may be especially critical in assessment and intervention planning for children and adolescents with FASD. Mathematical skill was especially impaired among children with FASD, which is again consistent with previous research (Rasmussen and Bisanz 2009b). Briefly screening for math skill deficits may complement existing primary FASD screening measures, (e.g., neurobehavioral screening tool, Nash et al 2009), as well as new screening approaches (e.g., eye tracking technology, Tseng et al 2013) to identify children at risk of FASD in general settings such as schools.…”

Complete Issue Volume 33 Number 1

“…The amount of prenatal alcohol exposure is positively correlated with the severity of math deficits in children with FASD (Rasmussen & Bisanz, 2009). Additionally, children with FASD are likely to experience deficits in mathematics, more than other content areas (Carpenter, 2011;Rasmussen, 2006;Rasmussen & Bisanz, 2009).…”

“…The amount of prenatal alcohol exposure is positively correlated with the severity of math deficits in children with FASD (Rasmussen & Bisanz, 2009). Additionally, children with FASD are likely to experience deficits in mathematics, more than other content areas (Carpenter, 2011;Rasmussen, 2006;Rasmussen & Bisanz, 2009). Therefore, it seems necessary to determine children's intrapersonal strengths and weaknesses in math and to explore interventions to facilitate learning in this content area; to date, several socio-cognitive and neurocognitive practices, as well as modified math curriculum, have been successful.…”

Complete Issue Volume 32 Number 2

“…A recent study examining medical differences between children with and without FAS suggests that while only 1% of the population without FAS had a cognitive impairment, it was exhibited in 12% of the children with FAS (Amendah et al, 2011 (Rasmussen & Bisanz, 2009). This research suggests that children with FASD develop normally in each of these areas, but that development occurs at a slower rate than that of children with average intelligence (McGee et al, 2009).…”