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 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)

Click View then Header and Footer to change this footer 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)

Click View then Header and Footer to change this footer Fetal Alcohol Syndrome Confirmed prenatal alcohol exposure Growth retardation Central nervous system (CNS) disorders Facial dysmorphia

Click View then Header and Footer to change this footer FAS and Facial Dysmorphia

Click View then Header and Footer to change this footer FAS and Brain Damage

Click View then Header and Footer to change this footer Other Disorders on the Spectrum Alcohol Related Neurodevelopmental Disorder (ARND) Alcohol Related Birth Defects (ARBD) Partial FAS (pFAS)

Click View then Header and Footer to change this footer What is the prevalence rate? How do you get FASD? Why isn’t it so well known?

Click View then Header and Footer to change this footer 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.

Click View then Header and Footer to change this footer FASD IS ENTIRELY PREVENTABLE.

Click View then Header and Footer to change this footer Exposure to alcohol in the womb may compromise the cognitive, social, and emotional development of the unborn child.

Click View then Header and Footer to change this footer 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

Click View then Header and Footer to change this footer Behavioural Characteristics Often identified in school as having ADHD (problems with attention, impulsivity, executive functioning) Poor memory often makes meting out consequences ineffective

Click View then Header and Footer to change this footer 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

Click View then Header and Footer to change this footer 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).

Click View then Header and Footer to change this footer 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.”

Click View then Header and Footer to change this footer 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

Click View then Header and Footer to change this footer What do we know about the educational experiences of individuals with FASD?

Click View then Header and Footer to change this footer 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

Click View then Header and Footer to change this footer Parent Advocacy Four dimensions: Awareness Information seeking Presenting the case Monitoring

Click View then Header and Footer to change this footer 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.

Click View then Header and Footer to change this footer In conclusion Support for parents Support for students Support for research Prevention

Click View then Header and Footer to change this footer THANK YOU!