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Abstract
Objective: The goal of this study was to examine whether children with foetal alcohol spectrum disorders (FASD) show the same developmental transition from visual to verbal memory strategies as in non-FASD children and whether this transition was related to executive functioning and vocabulary skills.
Methods: Younger (5–6 years) and older (8–10 years) children with FASD and non-FASD children were tested on a picture memory task.
Results: Among both age groups, the non-FASD children performed better than those with FASD. Younger children with FASD appeared to use a visual approach, whereas older children with FASD appeared to use a verbal approach. However, among the non-FASD group both age groups appeared to use a verbal approach. Among the FASD group, the transition from a visual to verbal approach was correlated with executive functioning skills.
Implications: Strategies for classroom approaches as well as strategy training are discussed.