Colleen M. Adnams|Pharyn Sorour|Wendy O. Kalberg|Piyadasa Kodituwakku|Mariechen Perold|A. Kotze|Sean September|Bernice Castle|J. Phillip Gossage|Philip A. May
Language and literacy outcomes from a pilot intervention study for children with fetal alcohol spectrum disorders in South Africa
University of Cape Town|University of Cape Town|University of New Mexico|University of New Mexico|Stellenbosch University|University of Cape Town|University of Cape Town|University of Cape Town|University of New Mexico|University of New Mexico
pilot study investigated efficacy classroom language literacy intervention children fetal alcohol spectrum disorders fasd western cape province south africa study forms part larger ongoing study includes metacognitive family support interventions addition language literacy training llt llt study 65 nineyearold children identified either fasd prenatally exposed alcohol recruited forty children fasd randomly assigned either llt intervention group fasd control group fasdc twentyfive nonalcoholexposed children randomly selected nonexposed controls nonexpc prior intervention nine schoolterm months treatment general scholastic tests teacher parent questionnaires classroom observations specific language literacy tests administered participants nine months assessment reflects midpoint first assessment stage overall study initial diagnosis prior commencement interventions participants fasd significantly weaker nonexpc children reading spelling addition subtraction phonological awareness tests early literacy teachers rated range adaptive behaviors children fasd significantly worse nonexpc mean scholastic language literacy scores groups showed improvement baseline scores 9 months intervention mean test scores children fasd remained lower nonexpc comparison mean baseline postintervention score changes llt fasdc nonexpc groups revealed although significant gains llt intervention group control groups general scholastic assessment battery significantly greater improvements occurred llt intervention group compared fasdc group specific categories language early literacy categories syllable manipulation letter sound knowledge written letters word reading nonword reading spelling spite cognitive classroom behavioral difficulties children fasd vulnerable environment demonstrated significant cognitive improvements specific areas targeted classroom interventions knowledge first report systematic classroom intervention resultant cognitive response children fasd