Jenelle Job

Executive function and memory in children with Fetal Alcohol Spectrum Disorder

A complex relation exists between memory and executive functioning (EF), particularly when learning and recalling multifaceted or extensive information (Moscovitch & Winocur, 2002). A common instrument for evaluating this relationship is the Rey-Osterrieth Complex Figure (ROCF; Rey, 1941; Osterrieth, 1944). The ROCF has proved particularly useful in pediatric research; however, little research has been conducted among children with Fetal Alcohol Spectrum Disorders (FASD). Seventy children (35 FASD, 35 control), aged 6 to 12 years, were tested using the ROCF. All participants with FASD had received a diagnosis according to the Canadian guidelines for FASD (Chudley et al., 2005) using the 4-digit diagnostic code (Astley, 2004). Significant group differences were revealed with children with FASD demonstrating substantial difficulties in organization, accuracy, and memory. Among children with FASD, a distinctive profile emerged, lending support to the argument that children with FASD experience deficits in EF and memory throughout their development. Information from the present study will not only help to improve understanding of functioning in this population but also provide insight into how to deal with EF and memory deficits in terms of testing, treatment, and intervention.

Source Monitoring in Children With and Without Fetal Alcohol Spectrum Disorders

OBJECTIVES Deficits in memory are well-documented in children with fetal alcohol spectrum disorders (FASD); however, one aspect of memory not yet studied in children with FASD is source monitoring. This study examined overall source monitoring ability and performance profiles of children with FASD compared to controls. METHOD Participants included 19 children with FASD and 38 typically developing children (aged 6-12 years). Children were presented with auditory word lists and were required to recall the source of words for reality, external, and internal source monitoring tasks. RESULTS Children with FASD showed poorer performance than controls across all three conditions in both recognition memory and memory for source. However, both groups exhibited a comparable pattern of performance across conditions. Specifically, performance was lowest on the internal task and highest on the reality task. CONCLUSIONS Information about source monitoring deficits further delineates the intricacies of memory deficits in FASD, and has implications for both assessment and intervention.

Toward Intentional, Reflective, and Assimilative Classroom Practices with Students with FASD.

The value of research-informed classroom practices is well recognized and thus this qualitative study was designed to explore, from multiple perspectives, the experiences and influences of classroom practices for students with Fetal Alcohol Spectrum Disorders (FASD). The inductive analysis of 11 focus groups and three interviews involving 60 individuals working closely with this student population—31 teachers, seven administrators, 16 allied professionals, and six caregivers—generated three themes: understanding the whole student, responding within dynamic environments, and optimizing student-centered programming. This study provides an essential step toward better-prepared educators for meeting the learning and developmental needs of students with FASD as well as other complex populations. The implications for developing professional learning opportunities reflective of intentional, reflective, and assimilative classroom practices are discussed.