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Targeted activities and games improve attention, planning, and working memory in children with FASD.

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Strategy 1 (Article): Executive Function Training – Strengthening Working Memory in FASD

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Strategy 1 (Article): Executive Function Training – Strengthening Working Memory in FASD

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Children who participated in computer-based memory games showed significant improvements in sustained attention and recall.

Structured planning and organization activities improved children’s ability to approach problem-solving tasks systematically.

Self-monitoring tools such as visual checklists increased independence and supported metacognitive awareness in learning.

(Kerns et al., 2017)

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Interventions for improving executive functions in children with foetal alcohol spectrum disorder (FASD)- A systematic review

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NDBIs use play and daily routines to build social communication and cognitive flexibility in young children with ASD.

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Strategy 1 (Article): Naturalistic Developmental Behavioral Interventions – Embedding Learning in Play

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Strategy 1 (Article): Naturalistic Developmental Behavioral Interventions – Embedding Learning in Play

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Embedding learning into natural play contexts increased children's ability to generalize skills across environments

Children showed gains in jint attention, imitation, and problem-solving, all foundational for cognitive growth

Combining behavioral and developmental stages prompted language learning and symbolic thinking

(Schreibman et al., 2015)

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Naturalistic Developmental Behavioral Interventions- Empirically Validated Treatments for Autism Spectrum Disorder

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Icahn School of Medicine explains Applied Behavior Analysis (ABA) and highlights naturalistic interventions, which embed learning into everyday play and routines to support communication and problem-solving in children with ASD.

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Strategy 1 (Media): Naturalistic Teaching Strategies – ABA & Learning in Everyday Play

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Strategy 1 (Media): Naturalistic Teaching Strategies – ABA & Learning in Everyday Play

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(Icahn School of Medicine, 2022)

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Evidence-based practices identified by the National Clearinghouse on Autism Evidence and Practice Review Team highlight naturalistic interventions that embed learning into play to support communication and social development.

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Strategy 1 (Media): Naturalistic Teaching Strategies – Embedding Learning in Everyday Play

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Strategy 1 (Media): Naturalistic Teaching Strategies – Embedding Learning in Everyday Play

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(Vanderbilt Kennedy Center, n.d.)

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Visual supports, such as picture schedules and symbols, help children with ASD process information and build independence.

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Strategy 2 (Article): Visual Supports – Structuring Daily Routines in ASD

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Strategy 2 (Article): Visual Supports – Structuring Daily Routines in ASD

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Visual schedules and cues reduce anxiety by providing predictable routines.

Supports working memory and sequencing skills, key areas of cognitive development.

Promotes independence and comprehension by making abstract concepts concrete.

(Sam & AFIRM Team, 2015)

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Direct early intervention supports vocabulary, comprehension, and school readiness in young children with language delays

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Strategy 1 (Article): Early Speech-Language Therapy – Building Foundations for Learning

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Strategy 1 (Article): Early Speech-Language Therapy – Building Foundations for Learning

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Preschool children receiving direct therapy showed measurable gains in expressive and receptive vocabulary, which predicted stronger literacy and reasoning skills

Phonological awareness activities (e.g., rhyming, segmenting sounds) improved working memory and early reading abilities

Children who accessed intervention before age 5 demonstrated higher academic readiness compared to peers without therapy

(Law et al., 2017)

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Early therapy lays the foundation for vocabulary and comprehension, preparing children for stronger learning outcomes later on.

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Strategy 1 (Media): Early Intervention Roadmap – Building Foundations for Language Growth

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Strategy 1 (Media): Early Intervention Roadmap – Building Foundations for Language Growth

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(Geller, 2025)

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Early intervention builds strong foundations—supporting speech, language, and social-emotional growth during the critical early years.

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Strategy 1 (Media): Early Intervention Benefits

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Strategy 1 (Media): Early Intervention Benefits

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(Geller, 2025)

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Benefits of Early Interventions _ speech and language

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AAC tools like picture boards and speech-generating devices provide children with reliable ways to communicate and build symbolic thinking.

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Strategy 2 (Article): AAC Interventions – Supporting Complex Communication Needs

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Strategy 2 (Article): AAC Interventions – Supporting Complex Communication Needs

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Use of AAC led to increased vocabulary acquisition, helping children connect symbols with real-world concepts

Speech-generating devices encouraged sequencing, categorization, and recalling information, which strengthened reasoning skills

Children using AAC participated more actively in problem-solving and classroom discussions, improving social-cognitive development

(Light & McNaughton, 2015)

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Designing AAC Research and Intervention to Improve Outcomes for Individuals with Complex Communication Needs

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Illustrates how children use augmentative and alternative communication devices to express themselves and strengthen

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Strategy 2 (Media): AAC Devices in Action – Giving Children a Voice

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Strategy 2 (Media): AAC Devices in Action – Giving Children a Voice

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(Children's Hospital of Pittsburgh, n.d.)

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Language-rich classrooms, with dialogic reading and teacher questioning, strengthen children’s vocabulary and reasoning skills.

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Strategy 3 (Article): Classroom-Based Language Enrichment – Embedding Language in Daily Learning

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Strategy 3 (Article): Classroom-Based Language Enrichment – Embedding Language in Daily Learning

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Dialogic reading strategies (teacher prompts, expansions) supported gains in vocabulary and narrative comprehension

Teacher use of open-ended questioning promoted flexible thinking and deeper reasoning during story time and play

Classrooms with rich linguistic input showed measurable improvements in children's attention, memory, and problem-solving abilities

(Justice et al, 2018)

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Literacy interest and reader self-concept when formal reading instruction begins

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Practical classroom tips to support learners with expressive language disorders and build their communication confidence

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Strategy 3 (Media): Classroom-Based Language Enrichment – Classroom Support Tips for Expressive Language Disorder

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Strategy 3 (Media): Classroom-Based Language Enrichment – Classroom Support Tips for Expressive Language Disorder

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(Read & Spell Blog, n.d.-a)

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Visual strategies such as sequencing steps, time management tools, and attention aids can help children with FASD strengthen executive function skills needed for learning and daily routines.

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Strategy 1 (Media): Executive Function Strategies – Supporting Children with FASD

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Strategy 1 (Media): Executive Function Strategies – Supporting Children with FASD

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(Edmonton Fetal Alcohol Network, 2023)

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Demonstrates how visual schedules reduce anxiety, strengthen sequencing skills, and promote independence in children with ASD.

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Strategy 2 (Media): Visual Schedules and Sequences –Visual Schedules 

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Strategy 2 (Media): Visual Schedules and Sequences –Visual Schedules 

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Visual supports provide structure, reducing the cognitive load of daily transitions.

Helps children build working memory and sequencing skills.

Encourages independence and engagement by making expectations concrete and predictable.

(How to ABA, 2020)

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Visual Schedule For Special Education And Autism

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Provides step-by-step visual supports that guide children through daily tasks, fostering independence and cognitive organization.

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Strategy 2 (Media): Visual Schedules and Sequences –Visual Schedules/Sequences 

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Strategy 2 (Media): Visual Schedules and Sequences –Visual Schedules/Sequences 

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(Autism Little Learners, n.d.)

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Consistent routines and step-by-step teaching reduce overload and support recall and problem-solving.

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Strategy 2 (Article): Structured Routines – Supporting Memory and Attention in FASD

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Strategy 2 (Article): Structured Routines – Supporting Memory and Attention in FASD

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Predictable daily schedules helped children with FASD stay engaged and reduce task confusion, supporting attention span

Breaking tasks into clear, sequential steps improved children's ability to follow instructions and complete problem-solving tasks

Visual supports paired with verbal directions boosted working memory and recall in both home and classroom settings

(Petrenko et al., 2019)

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Interventions in fetal alcohol spectrum disorders- An international

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Shows how visual schedules provide structure and step-by-step guidance, reducing cognitive overload and helping children with FASD transition between tasks.

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Strategy 2 (Media): Visual Schedules –Structured Visual Routines in Action

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Strategy 2 (Media): Visual Schedules –Structured Visual Routines in Action

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(POPFASD, n.d.)

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Teaching that engages multiple senses helps children with FASD comprehend and retain new information.

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Strategy 3 (Article): Multi-sensory Learning Approaches – Enhancing Retention in FASD

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Strategy 3 (Article): Multi-sensory Learning Approaches – Enhancing Retention in FASD

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Multi-sensory instruction (using sight, sound, and movement together) improved concept mastery in children with FASD

Pairing visual and auditory input helped reduce reliance on abstract thinking and increased comprehension

Movement-based learning activities (like acting out stories) enhanced memory retention and flexible thinking

(Hilly et al, 2024)

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Effectiveness of interventions for school-aged-children and adolescents with fetal alcohol spectrum disorder  a systematic review and meta-analysis

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Peer models encourage children with ASD to participate in conversations, practice flexible thinking, and engage in group learning.

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Strategy 3 (Article): Peer-Mediated Interventions – Building Social and Cognitive Skills

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Strategy 3 (Article): Peer-Mediated Interventions – Building Social and Cognitive Skills

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Children with ASD engaged in longer reciprocal conversations when supported by trained peers

Peer interaction boosted flexible thinking and cooperative problem-solving during play and academic tasks

Improvements generalized to classroom participation and group learning, supporting broader cognitive growth

(Rodriguez-Medina, Martin-Anton, Carbonero & Ovejero, 2016)

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Peer-Mediated Intervention for the Development of Social Interaction Skills in High-Functioning Autism Spectrum Disorder- A Pilot Study

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Engaging children with FASD in learning through multiple senses (e.g., sound, and movement, supports stronger memory) understanding, and retention

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Strategy 3 (Media): Multi-sensory Strategies – Learning through Multiple Senses in Action

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Strategy 3 (Media): Multi-sensory Strategies – Learning through Multiple Senses in Action

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(POPFASD, n.d.)

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Shows how peer-mediated interventions foster reciprocal communication, problem-solving, and flexible thinking, supporting both social and cognitive development in children with autism.

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Strategy 3 (Media): Peer-Mediated Interventions – Peer Support in Action

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Strategy 3 (Media): Peer-Mediated Interventions – Peer Support in Action

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(Pretti-Frontczak, 2019)

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Illustration of Peer Mediated Intervention (PMI)

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M4 Assignment_Part 2_ References_Inclusive Interventions for Cognitive Development

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M4 Assignment_Part 2_ References_Inclusive Interventions for Cognitive Development

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M4 Assignment_Part 2_ Inclusive Interventions for Cognitive Development