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


Other title
fetal alcohol spectrum disorder
Type of item
Degree grantor
University of Alberta
Author or creator
Kully-Martens, Katrina V.
Supervisor and department
Pei, Jacqueline (Educational Psychology)
Rasmussen, Carmen (Pediatrics)
Examining committee member and department
Rinaldi, Christina (Educational Psychology)
Cormier, Damien (Educational Psychology)
Department of Educational Psychology
Psychological Studies in Education
Date accepted
Graduation date
Master of Education
Degree level
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.
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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