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Cognitive Deficits in Nonretarded Adults with Fetal Alcohol Syndrome

Kimberly A. Kerns, PhD, is an assistant professor of psychology at the University of Victoria in British Columbia. Her research interests include developmental aspects of attention and executive functions in children with both developmental and acquired neurological disorders. Address: Kimberly A. Kerns, Dept. of Psychology, Unviersity of Victoria, Victoria, BC V8W 3P5, Canada.

Audrey Don

Audrey Don, MA, is a doctoral student at the University of Windsor in Ontario. Her research interests focus on cognitive and psychological development in children with developmental and acquired neurological disorders.

Catherine A. Mateer

Catherine A. Mateer, PhD, is a professor of psychology and director of clinical training at the University of Victoria. Her research has focused on the efficacy of cognitive rehabilitation procedures for the management of attention, memory, and executive function disorders in adults with traumatic brain injury.

Ann P. Streissguth

Ann P. Streissguth, PhD, is a clinical and developmental psychologist who is director of the Fetal Alcohol and Drug Unit at the University of Washington Medical School and a professor in the Department of Psychiatry and Behavioral Sciences. Her research over the past 25 years has focused on the neurode-velopmental consequences of prenatal exposure to alcohol and other drugs in children and in adults.

Persons with fetal alcohol syndrome (FAS) who are not mentally retarded often have difficulty qualifying for special educational and vocational services. In this pilot study, 16 nonretarded young adults with FAS were divided into two groups–-one with average to above-average IQ and one with borderline to low-average IQ. Participants in both groups manifested clear deficits on neuropsychological measures sensitive to complex attention, verbal learning, and executive function. The frequency and severity of cognitive impairment demonstrated in both FAS groups were greater than what would have been predicted on the basis of IQ alone. The implications of these findings for identification and management of cognitive impairment in individuals with FAS are discussed.

Journal of Learning Disabilities, Vol. 30, No. 6, 685-693 (1997)
DOI: 10.1177/002221949703000612


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