The extant data, summarized previously, along with studies demonstrating similarities between individuals with FASD and controls, can be used to construct a neuropsychological profile of strengths and weaknesses useful for the identification of affected individuals as well as specific domains to target for clinical intervention. While the definition of this profile is far from complete and the possibility that multiple profiles will be described is likely, thus far, the profile of children with FASD is characterized by general deficits in intellectual ability (e.g., Mattson, et al., 1997) and relative deficits in executive function (e.g., Kodituwakku, Adnams, et al., 2006; Kodituwakku, et al., 1995; Mattson, et al., 1999; Vaurio, et al., 2008), visual attention (e.g., Coles, et al., 2002; Mattson, et al., 2006), verbal (e.g., Mattson, Riley, Delis, et al., 1996; Mattson, et al., 1998) and nonverbal (e.g., Kaemingk, et al., 2003; Mattson & Roebuck, 2002) learning, motor function (e.g., Roebuck, Simmons, Mattson, et al., 1998), social skills (e.g., Schonfeld, et al., 2006), externalizing behaviors (e.g., Mattson & Riley, 2000) and adaptive function (e.g., Crocker, et al., 2009; Thomas, Kelly, et
