Abstract
Perceptual differences were examined for four boys identified with fetal alcohol effect (FAE) and labeled learning disabled for educational purposes. Without a model, all FAE boys built asymmetrical building block designs with no stacking of blocks. When the boys were shown a short videotape of a peer building a simple symmetrical structure with one-layer stacking of blocks, none of the FAE boys successfully imitated. They continued to place blocks randomly on the floor surface with no stacking or layering This limited study suggests modeling perceptual tasks may not be an effective teaching strategy for children identified with fetal alcohol effect and such children may not be able to learn new skills using demonstration or modeling.
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