Hidden in Plain Sight: Fetal Alcohol Spectrum Disorders WHO AM I? - - PowerPoint PPT Presentation

Hidden in Plain Sight:

Fetal Alcohol Spectrum Disorders

Shannon Iacobacci

Certified Facilitator of the FASCETS Neurobehavioral Model

WHO AM I?

Let’s consider what

• ur brain does for

us every day

What did your brain have to do for you to show up to this session today?

Brain Tasks

What does your brain do for you every day? Plan, organize, abstract, predict Use language, communicate Make decisions, manage money, plan time Multi-task, think fast Manage emotions Adapt to changes Manage sensory systems

What is FASD?

• Fetal Alcohol Spectrum

Disorder

• Umbrella term that describes

a range of effects that can result from prenatal alcohol exposure

• FASD is NOT a diagnostic term
• It is NOT visible

Physical Impact of Prenatal Alcohol Exposure

• 1. Brain Structure
• 2. Brain Function
• 3. Central Nervous System
• 4. Heart, skeletal, kidney, ear and eye malformations
• 5. Circadian rhythm and gut microbiome

1 in 20: More than autism

• California Public Schools:
• Approximately 6.2 million students enrolled

for the

• 2017-2018 school year
• This means about 310,000 students

potentially have FASD

• Prevalence of Fetal Alcohol Spectrum

Disorders in 4 US Communities by Christina Chambers and Philip May, et al JAMA.2018;319(5):474- 482.doi:10.1001/ja,a.2017.21896

Potential Signs of an Invisible Disability

• Delayed Development
• Intellectual Disabilities
• Learning Disabilities
• Neuro-Behavioral Disorders
• Motor Abnormalities
• Language Disabilities
• Tactile and Auditory Sensitivity
• Difficult to Soothe
• Processing Difficulties
• Trouble Learning Rules
• Memory Difficulties

FASD Effects Each Person Differently

Importance of Identifying FASD

• 1. Identifies a brain-based physical

condition

• 2. Pivotal: From symptom to source
• 3. Reframes the meaning of

behaviors: From won’t to can’t

• 4. Redefines the problem
• 5. Redefines solutions
• 6. Key for prevention

Assumptions and Comparisons

FASD/Neurobehavioral Can Process Slowly Can have difficulty predicting One Task at a time Memory Struggles Impulsive Easily Overstimulated Difficulty Problem Solving Difficulty managing emotions Expectations Think Fast, Listen Fast Predict, Plan Ahead Multi-Task, Prioritize Learner, Remember, Apply Information Inhibit Impulses Manage Sensory Input Problem Solve Appropriately Manage Emotions

Neurobehavioral Disorders

Neurobehavioral Disorders-One or more challenges in these areas and others

• Difficulty with transitions/change
• Sensory Issues
• Memory Difficulty
• Inability to regulate emotions
• Difficulty interpreting actions/words of others
• Slower processing speed
• Abstract thinking- Language, Math, Time
• Focus/attention
• Sitting still
• Multi-tasking
• Interpreting visual cues

The Importance of Recognizing Strengths

• Musical or artistic talent
• Curiosity
• Spontaneous
• Athletic skillset
• Mechanical and construction skillsets
• Love of animals or the outdoors

(gardening, fishing, etc.)

• Generous helpful, have a nurturing

ability

• Cognitively advanced in some areas
• Loyal, friendly, affectionate,

trustworthy, gentle

Potential Overlapping Diagnosis

FAS/ARND/ARBD AUTISM ND-PAE PTSD Pervasive Developmental Disorder Learning Disabled Bi-polar Borderline Personality Disorder Oppositional Defiant Disorder ADHD Reactive Attachment Disorder SPD FANB Static Encephalopathy Chronic Dysmaturity Intermittent Explosive Disorder (IED) Disruptive Mood Dysregulation Disorder (DMDD)

The Effects of COVID-19

• New routines

(transition/change)

• Isolating
• Online/distance learning
• Online therapy sessions
• Wearing masks
• Parks/playgrounds closed
• Restaurants &

Entertainment closed

• No gatherings outside of

family – no friends

The Effects of Covid-19 on Mental Health

• Initial Calmness
• Peaceful
• Less Pressure and stress to get

ready to perform tasks

• Smoother transitions –Not as big or

as many

The Effects of Covid-19 on Mental Health

• Increased Anxiety/Depression
• Inability to focus
• Higher inability to regulate

emotions

• Resistance/Defiance to wearing

masks (sensory)

• Ineffective teletherapy sessions
• Higher Frequency & Intensity of

Dysregulation/Outbursts

• Rise in suicidal thoughts/suicide

Ideas to help

• Routine
• Accommodate
• Front load information
• Provide energy outlets
• Remember it’s NOT personal
• Remember Can’t vs. Won’t
• Validate feelings
• Be flexible
• Most Importantly, Stay Calm- An escalated adult can never calm down

an escalated child/person

Self Care

• Crucial for caregivers to take care of themselves
• Remember, when we care for ourselves, we can be more calm in

situations that require us to be

• What does self care look like for you?

REMINDER

• FASD is a brain based

PHYSICAL disability.

• When we provide the right

supports, the person effected by FASD can succeed with confidence and less frustration

Shannon Iacobacci Certified FASCETS Facilitator of the NeuroBehavioral Model ibshandee@gmail.com

A 501 (c) (3) Nonprofit Organization

• Provide support to

parents, foster, and relative caregivers of FASD affected individuals from birth through adulthood in the 10 southern counties

• FASD Resource and

Training for families, individuals, and professionals

• Grassroots, all volunteer

members