Educational Needs and Care of Children with FASD

Millians, Molly

doi:10.1007/s40474-015-0055-5

Cited by 19 publications

(30 citation statements)

References 77 publications

(187 reference statements)

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“…65 Although specific and targeted early interventions have been shown to be most effective, more general special education and support services also improve outcomes. 15,17,55,66,67 …”

Section: Referral and Managementmentioning

confidence: 99%

Neurobehavioral Disorder Associated With Prenatal Alcohol Exposure

et al. 2016

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Children and adolescents affected by prenatal exposure to alcohol who have brain damage that is manifested in functional impairments of neurocognition, self-regulation, and adaptive functioning may most appropriately be diagnosed with neurobehavioral disorder associated with prenatal exposure. This Special Article outlines clinical implications and guidelines for pediatric medical home clinicians to identify, diagnose, and refer children regarding neurobehavioral disorder associated with prenatal exposure. Emphasis is given to reported or observable behaviors that can be identified as part of care in pediatric medical homes, differential diagnosis, and potential comorbidities. In addition, brief guidance is provided on the management of affected children in the pediatric medical home. Finally, suggestions are given for obtaining prenatal history of in utero exposure to alcohol for the pediatric patient.

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“…65 Although specific and targeted early interventions have been shown to be most effective, more general special education and support services also improve outcomes. 15,17,55,66,67 …”

Section: Referral and Managementmentioning

confidence: 99%

Neurobehavioral Disorder Associated With Prenatal Alcohol Exposure

et al. 2016

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“…Developing a student-centred, learning plan for individuals with FASD (Fetal Alcohol Spectrum Disorder) requires a thoughtful and informed approach in order to create a meaningful, individualized plan that will utilize and develop the strengths of the learner (Carpenter, 2011;Carpenter et al, 2011;Clark, 2012;Clark et al, 2014;Kalberg & Buckley, 2007;Millians, 2015;Pei, 2013;Petrenko, Tahir, Mahoney, & Chin, 2014).…”

Section: Chapter 2: Literature Reviewmentioning

confidence: 99%

“…Of note, some of the studies used animal models and only a few studies were undertaken in the classroom environment; the math study used a specific math program and the literacy study was undertaken in 10 schools in a high-risk area of South Africa. Millians (2015) described intervention studies that addressed deficits in learning readiness, mathematics, social interactions, behaviour, attention, and executive processes.…”

Section: Neurodevelopmental Theory and Fasdmentioning

confidence: 99%

“…Thoughtful and thorough planning is important for students with an FASD diagnosis (Carpenter, 2011;Kalberg, & Buckley, 2007;Millians, 2015;Poth, Pei, Job, & Wyper, 2014). In a recent study, Poth, Pei, Job, and Wyper (2014) stated that instructional planning should come from a variety of assessment sources, should consider environmental influences, and should be a collaborative process (Bredberg, 2011;Carpenter, 2011;Carpenter et al, 2011;Malbin, 2002;Paley & O'Conner, 2009;Poth, Pei, Job, & Wyper, 2014;Streissguth, 1997).…”

Section: Planning Toolsmentioning

confidence: 99%

“…Clark (2012) Millians (2015) systematically reviewed and summarized a number of studies and reports on educational planning and interventions for students with FASD. She concluded that (a) teachers found diagnostic reports complex and they did not provide specific ideas for supporting learners, (b) different levels of teaching experience resulted in differing levels of frustration with children with FASD, and (c) experienced teachers were better able to modify programs.…”

Section: Planning Toolsmentioning

confidence: 99%

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BC teachers' experiences with the learner, environment, instruction, curriculum (LEIC) planning tool: A mixed-methods study

Keery¹

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The LEIC is a FASD planning tool, guided by a neurodevelopmental approach to planning and endorsed by the Provincial Outreach Program for FASD. The research in this study explores the lived experiences of six B.C. teachers as they have used the LEIC in past practice and reflect on future use. This mixed-methods study also looks at data gathered in a cross-sectional survey design where a further 27 teachers responded to questions about the LEIC. The findings indicated that the teachers felt that the tool was a useful document however, certain factors inhibited comprehensive and effective use in some cases. The data suggested that frequency of use and bi-modal training methods increased effective practice as well as depth-of-understanding in planning for a student with FASD.

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Fetal alcohol spectrum disorders (FASD) and youth firesetting: A call on criminal justice, emergency responder, and fire prevention specialists to become informed

Brown

Spiller²,

Carter

et al. 2021

Behavioral Sci & The Law

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Central nervous system damage resulting from prenatal exposure to alcohol, often referred to as fetal alcohol spectrum disorders (FASD), commonly manifests as lacking cognitive functioning, problem solving, impulsivity, memory, executive functioning, and social skill deficits. For individuals with FASD, these brain‐based deficits translate into impulsive behaviors and poorly thought‐out decision‐making, coupled with an inability to anticipate and recognize the sometimes very severe consequences of their behaviors. Not unexpectedly, individuals with FASD frequently find themselves disproportionately involved in the criminal justice system and mental health services. For some individuals with FASD, these behaviors can also include firesetting. First responders, like other health and legal professionals, are often unable to recognize the behavioral indicators of FASD, primarily due to a lack of training. As a result, firesetting behaviors are often attributed to deliberate, willful acts of delinquency, a desire to damage property, thrill seeking, or as attempts for personal gain, rather than being viewed as maladaptive attempts to solve problems by individuals who lack the tools to do this in more appropriate ways. These same skill deficits also present when individuals with FASD are interviewed about their involvement in such behaviors, sometimes resulting in confabulation, suggestibility, and false confessions. Further education and training in FASD are vital for first responders if they are to better support individuals with FASD and minimize their chances of becoming involved in firesetting behaviors. Furthermore, this training and education will help ensure that first responders can intervene in more appropriately when crisis situations do occur. This article will outline key behavioral symptoms of FASD as well as provide first responders with suggestions as to how to best support individuals when FASD is suspected. The brief quote that follows highlights some of the key challenges facing individuals with FASD and how poor decision‐making and impulsiveness can result in severe consequences for the individual and those around them.

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Educational Needs and Care of Children with FASD

Cited by 19 publications

References 77 publications

Neurobehavioral Disorder Associated With Prenatal Alcohol Exposure

Neurobehavioral Disorder Associated With Prenatal Alcohol Exposure

BC teachers' experiences with the learner, environment, instruction, curriculum (LEIC) planning tool: A mixed-methods study

Fetal alcohol spectrum disorders (FASD) and youth firesetting: A call on criminal justice, emergency responder, and fire prevention specialists to become informed

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