Early Intervention Needs of Children At Risk Due to Prenatal Drug Exposure: A Survey of Early Childhood Educators

Kim, Younghee M.; Sugai, George; Kim, Giewhan

doi:10.1080/02568549909594741

Cited by 3 publications

(1 citation statement)

References 13 publications

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“…Reports indicated that the students had difficulty controlling their emotions, and many were described as being easily frustrated and often throwing temper tantrums and crying. Similar social-emotional behavior difficulties have been described in the literature (Delaney-Black et al, 2000;Hans, 1996;Kim, Sugai, & Kim, 1999;Streissguth et al, 1991).…”

Section: Children's Characteristicssupporting

confidence: 79%

Prenatal Drug Exposure

Watson

Westby

2003

Remedial and Special Education

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In this descriptive study, a group of 34 school-age children who had been prenatally and environmentally exposed to drugs or alcohol were identified. Qualitative information from interviews and observations was organized and analyzed in matrices to determine the predominant characteristics of this population and educators' beliefs and attitudes about working with these students. Interviews and anecdotal records written in the children's files suggested that teachers perceived these students as distractible, lazy, stubborn, and impulsive. Some educators knew the children were drug exposed, and others did not. Educators' attitudes and selected interventions were related to their knowledge regarding the possible basis for the children's difficulties. Those who were aware that the children had been prenatally exposed to drugs or alcohol seemed to be willing to adjust their expectations and to modify the learning environment to attend to their students' needs. These educators did not punish their students for being off task; instead, they verbally, physically, or visually prompted their students to stay on task. These findings have direct implications for personnel preparation. Lack of knowledge of children's deficits can lead educators to choose inappropriate interventions. The need for training is clear if professionals and caregivers want to make a difference in the lives of these students.

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Section: Children's Characteristicssupporting

confidence: 79%