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Fetal Alcohol Spectrum Disorder

Fetal Alcohol Spectrum Disorder. Click View then Header and Footer to change this footer What is FASD? Fetal Alcohol Spectrum Disorder is a new term that

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Page 1: Fetal Alcohol Spectrum Disorder. Click View then Header and Footer to change this footer What is FASD? Fetal Alcohol Spectrum Disorder is a new term that

Fetal Alcohol Spectrum Disorder

Page 2: Fetal Alcohol Spectrum Disorder. Click View then Header and Footer to change this footer What is FASD? Fetal Alcohol Spectrum Disorder is a new term that

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What is FASD?

Fetal Alcohol Spectrum Disorder is a new term that refers to a range of outcomes including mild to severe disturbances of physical, behavioural, emotional, and/or social functioning that have been observed in many individuals with prenatal alcohol exposure

(Streissguth & O’Malley, 2000)

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FASD is a Spectrum

• Fetal Alcohol Syndrome (FAS)

• Alcohol Related Neurodevelopmental Disorder (ARND)

• Alcohol Related Birth Defects (ARBD)

• Partial FAS (pFAS)(Stratton, et al., 1996)

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Fetal Alcohol Syndrome

• Confirmed prenatal alcohol exposure

• Growth retardation

• Central nervous system (CNS) disorders

• Facial dysmorphia

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FAS and Facial Dysmorphia

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FAS and Brain Damage

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Other Disorders on the Spectrum

• Alcohol Related Neurodevelopmental Disorder (ARND)

• Alcohol Related Birth Defects (ARBD)

• Partial FAS (pFAS)

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What is the prevalence rate?

How do you get FASD?

Why isn’t it so well known?

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Recap

• FASD can take different forms.

• It always results in permanent brain damage.

• It is often diagnosed as LD or ADHD.

• FASD is often unrecognized because the physical characteristics are not visible.

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FASD IS ENTIRELY PREVENTABLE.

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Exposure to alcohol in the womb may compromise the

cognitive, social, and emotional development of the unborn child.

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Cognitive Characteristics

• IQ scores are usually within average range

• LD (slow and/faulty processing, math)

• Memory problems – short and long term

• Low academic achievement

• Poor adaptive skills

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Behavioural Characteristics

• Often identified in school as having ADHD (problems with attention, impulsivity, executive functioning)

• Poor memory often makes meting out consequences ineffective

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Emotional Characteristics and Social Behaviour

• Mental health issues – depression, ODD, conduct disorder, anxiety disorders, OCD, and bipolar disorder

• Low self-esteem, mood disorders, substance abuse

• Aggression • Social skills are delayed• Easily manipulated, few “real” friends

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General Teaching Techniques for Students with FASD

• Know the student’s strengths and weaknesses.• Observe the student to see how he or she

experiences stress, relieves tension, copes with problems and change.

• Be aware of times when a student is feeling anxious or frustrated and re-direct activities.

• Supervise the student closely to ensure that situations where he or she may harm others do not occur (anticipate and prevent problems from occurring).

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General Teaching Techniques for Students with FASD

• Have a structured environment, follow routines, and have a class schedule.

• Repeat the rules and expectations often.• Be consistent with consequences and link them to

choices.• Teach self-control through verbalization.• Help them learn to take responsibility for their actions

– do not accept the excuse of “I couldn’t help it” or “It was somebody else’s fault.”

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Common Accommodations for Secondary Students with FASD

• Extra time for examinations• Resource room for 1:1 assistance, instruction on

study skills• Special education class placement with integration• Coop placements• Individualized curriculum with life skills• Assignment of a paraprofessional• Permission to leave the class when overwhelmed

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What do we know about the educational

experiences of individuals with FASD?

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High School Completion

• Educators who know about FASD and are willing to make accommodations and modifications to curriculum

• Students said they persist because of their friends

• Parent support and advocacy

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Parent Advocacy

Four dimensions:

• Awareness• Information seeking• Presenting the case• Monitoring

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Post-Secondary School, Employment, and Adult Life

Our research has shown that a few young

adults with FASD do register in post-secondary programs, have jobs, and can live semi-independently.

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In conclusion

• Support for parents

• Support for students

• Support for research

• Prevention

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THANK YOU!