Children with FASD also have difficulties with academic function. Studies demonstrate deficits in both verbal (i.e., reading and spelling) and mathematical domains (Carmichael Olson, et al., 1992; Coles, et al., 1991; Howell, Lynch, Platzman, Smith, & Coles, 2006; Mattson, et al., 1998; Rasmussen & Bisanz, 2010; Streissguth, Barr, et al., 1994; Streissguth, et al., 1990), and these deficits persist even after controlling for IQ (Goldschmidt, Richardson, Stoffer, Geva, & Day, 1996). Mathematics has emerged as a specific area of weakness; however, little is known about the nature of these deficits. Alcohol-exposed children consistently perform lower than controls on measures of global mathematics achievement (Mattson, et al., 1998; Streissguth, Barr, et al., 1994), and there is evidence suggesting that individuals with FASD may have particular deficits in basic numerical processing skills such as cognitive estimation (Jacobson, Dodge, Burden, Klorman, & Jacobson, 2010; Kopera-Frye, Dehaene, & Streissguth, 1996; Meintjes et al., 2010). Furthermore, recent neuroimaging studies support neuropsychological findings and have shown that children with FASD show abnormalities in regions thought to be important in mathematical processing, such as left and right
