Longitudinal Evaluation of Mathematics Achievement in Children and Adolescents with FASD
Bibliographic record
Abstract
Background and Objectives Mathematics achievement as a particular area of difficulty for individuals with fetal alcohol spectrum disorder (FASD) has been a robust finding in the literature. However, existing longitudinal data are outdated and do not consider mathematics performance across time during critical periods of transition such as adolescence. Longitudinal data on the developmental trajectory of mathematics and factors that may influence outcomes can inform the development of effective educational intervention strategies for youth with prenatal alcohol exposure (PAE)/FASD to promote academic success in the area of mathematics. In the present study, we aimed to add to the existing literature through the examination of mathematics performance at two time-points at both the group and individual levels. We also examined the impact of various demographic and environmental factors on mathematics skills over time. Materials and Methods Fifteen children and youth with PAE/FASD were assessed at time 1 (M age = 13.0 years, range 9–17 years), and at time 2 approximately 5 years later (M age = 18.5 years, range 15–23 years) using a standardized measure of math achievement. Results At the group level, mean normative math achievement scores significantly decreased over time. At the individual level, reliable change indices indicated that 13.3% (n = 2) of participants’ scores demonstrated clinically significant change across time. No demographic or environmental factor variables were correlated with changes in scores across time. Conclusion With recognition that the results need to be considered in the context of the limited power and generalizability that our small sample size offers, our results highlight the importance of considering both group and individual change. Without such information, there is the potential to overgeneralize the extent to which mathematics scores for individuals with PAE/FASD are decreasing across time. Our descriptive findings acknowledge the critical need for adolescent mathematics interventions which consider the complexity and diversity of the deficits present in PAE/FASD because existing services may be buffering some difficulties in the area of mathematics, but are not necessarily promoting longer-term impacts.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".