Fetal Alcohol Spectrum Disorders Gayle Duskin Amber Bridgman - - PowerPoint PPT Presentation

Fetal Alcohol Spectrum Disorders

Gayle Duskin Amber Bridgman Debbie Hovik Blayn Washington Karen Mitchell Sherri Schroeder Christie Chinaka Claudia Hatley Gaylynn Beuthien Tina Latvala

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Definition

• 1. Fetal Alcohol Syndrome and Fetal Alcohol Effects

Disorder: (FASD) are umbrella terms describing the effects that can occur in an fetus whose mother drank alcohol during pregnancy. 2.These effects may include physical, mental, behavioral, and/or learning disabilities with possible lifelong implications for problems in many areas of life: work, school, and social relations. (pg vii)

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Diagnosis

 Identification of FASD is complicated. Early intervention is best!  Children are generally seen by a pediatrician, then referred to a Dysmorphologist

for diagnosis.

 Practitioners and nurses who interviewed parents state “parents are very poor

historians” due to parental reluctance to admit to either drug/alcohol use or the amount and frequency of use” (pg 10).

 The effects vary due to genetic precursors.



For example: Gene variations of gene ADH2, as predictors of FASD. ... Studies have shown that the ADH2*2 allele was found to be more common in mothers who did not have offspring with FASD, suggesting the ADH2*2 may contribute protection against FASD.” (pg. 11)  Paternal drinking and or exposure to chemicals and or toxins have been linked to

low birth weight, further studies need to be done to indicate fathers contribution.

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Main Idea

 Outcomes of alcohol-related disorders occur along a continuum

spectrum from mild to severe.

 Not all students with alcohol related disorders have the physical

characteristics (facial morphology: small head and eyes, thin upper lip).

 Leading cause of MR in Western Regions: 1 in 100 students born are

affected by FASD

 Many students with FASD have deficits in social communication and do

not know how to use language to negotiate tasks, demands, and social

• interactions. Even though they are often seen as talkative and chatty.

 Case Study: Example

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Recommendations

Eight Magic Keys:

Developing Successful Intervention for Students With FAS

1. Concrete

• 2. Consistency

3. Repetition

• 4. Routine

5. Simplicity

• 6. Specific

7. Structure

• 8. Supervision

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Recommendations Continued . . .

 1. Be Concrete –

• Use concrete terms
• Don’t use idioms, etc.
• Low social-emotional understanding
• Have things repeated due to Low

Verbal acquisition & recall of text

• Assume they are younger when

providing assistance, & giving instructions, etc.

• 2. Be Consistent –
• Transition by using planned prompts
• Coordinate materials w/teachers
• Pre-teach new material as home-work
• Use key words and phrases
• Generalize themes for connections
• Ask for feedback often to check for

understanding

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continued

• 3. Repetition –

 Students with FAS have

chronic short-term memory problems

 They forget things they

want remember

 They forget what has been

learned

 In order for something to

make it to long term memory, it may simply need to be re-taught and re- taught.

• 4. Routine –

Be consistent stick with stable routines that don’t change Create known expectations to decrease anxiety enables FAS kids to learn.

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continued

• 5. Simplicity - Remember to . . . Keep it Short and Sweet

(KISS method). Students with FAS are easily

• ver-stimulated, leading to "shutdown"

at which point no more information can be assimilated.

• 6. Specific - Say exactly what you mean.

FAS kids have a hard with abstractions, generalization, and not being able to "fill in the blanks“. Tell them step by step what to do, developing appropriate habit patterns.

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Continued

• 7. Structure –

Structure is the "glue“ that makes the world make sense for a student with FAS. If this glue is taken away, the walls fall down! A student with FAS achieves and is successful because their world provides the structure as a permanent foundation.

• 8. Supervision –

Because of their cognitive challenges, students with FAS bring a naiveté to daily life situations. They need constant supervision, as with much younger children, to develop habit patterns of appropriate behavior. HINT: When a situation with a student with FAS is confusing and the intervention is not working, then:

Do this!!!!

Stop Action! Observe Listen to find out where e/she is stuck Ask: What is hard,& what will help?

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Resources

 Dybdahl, C., & Ryan, S. (Spring, 2009). Inclusion for students with fetal alcohol

syndrome: classroom teachers talk about practice. Preventing School Failure, 53(3), 185-196. Retrieved July 13, 2009, from Academic Search Premier database./

 Edmonds, Kelly and Crichton, Susan (2008). Finding Ways to Teach to Students with

FASD: A Research Study. International Journal of Special Education 23(1).

 Evensen, D. Lutke, J. ( 1997). 8 Magic keys: developing successful interventions for

students with FAS. Fasalaska Project FACTS (Fetal Alcohol Consultation and Training Services). Retrieved July 14, 2009, from http://www.fasdcenter.samhsa.gov/documents/EightMagicKeys.pdf.

 Green, J (2007). Fetal alcohol spectrum disorders: Understanding the effects of prenatal

alcohol exposure and supporting students. Journal of School Health, 77, 103-108.

 Harpur, L. (2001, Fall2001). FASD teens in the Classroom: basic strategies. Guidance

& Counseling, 17(1), 24. Retrieved July 13, 2009, from Academic Search Premier database.

 Miller, D.

(2006). Students with Fetal Alcohol Syndrome: Updating OurKnowledge, Improving Their

• Programs. Teaching Exceptional Children,

38(#4), 12-18.

 Olson, H., Jirikowic, T., Kartin, D., & Astley, S. (2007, April). Responding to the

challenge of early intervention for fetal alcohol spectrum disorders. Infants & Young Children: An Interdisciplinary Journal of Special Care Practices, 20(2), 172-189. Retrieved July 13, 2009, from Academic Search Premier database.

 Soby, J. (2006). Prenatal Exposure to Drugs/Alcohol. Springfield: Charles C Thomas

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