Fetal alcohol spectrum disorder resources for educators: A scoping review

Lees, Briana; Riches, Julia; Mewton, Louise; Elliott, Elizabeth J; Allsop, Steve; Newton, Nicola; Thomas, Sue; Rice, Lauren; Nepal, Smriti; Teesson, Maree; Stapinski, Lexine

doi:10.1002/hpja.574

Cited by 8 publications

(10 citation statements)

References 41 publications

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“…Finally, teachers in the current study emphasized a need for evidence‐based information and strategies and difficulty knowing whether information they came across was accurate. This reflects results of a recent scoping review which suggested few FASD resources for educators are formally evaluated (Lees et al, 2022). Some research has suggested intervention feasibility and appropriateness are more important to teachers compared to an evidence base (Boardman et al, 2005).…”

Section: Discussionsupporting

confidence: 65%

“…Given the need for evidence‐based, FASD‐informed resources for teachers (Lees et al, 2022), the Families Moving Forward (FMF) program was identified as an FASD intervention that could be efficiently and successfully adapted to teachers. The FMF Program is an evidence‐based behavioral consultation program for caregivers of children with FASD, developed at Seattle Children's Research Institute/University of Washington by Heather Carmichael Olson and colleagues (Bertrand, 2009; Olson et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…However, teachers receive limited training in FASD and have minimal access to supports for students with FASD. This can prevent teachers from using effective behavioral strategies and appropriate accommodations; a recent scoping review found limited resources were available for teachers, and even fewer had been formally evaluated for efficacy and effectiveness (Dybdahl & Ryan, 2009; Koren et al, 2013; Lees et al, 2022). Additionally, parents report often having to educate their children's teachers on FASD.…”

Section: Introductionmentioning

confidence: 99%

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Teachers' needs for an FASD‐informed resource: A qualitative interview needs assessment based on the ADAPT‐ITT framework

Kautz‐Turnbull,

Speybroeck,

Rockhold

et al. 2023

Psychology in the Schools

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Fetal alcohol spectrum disorders (FASD) represent a wide range of neurodevelopmental differences associated with prenatal alcohol exposure and are highly prevalent. The current study represents the initial stages in adapting the Families Moving Forward (FMF) Program, an evidence‐based behavioral consultation intervention for caregivers of children with FASD, to a website for teachers. Aims were to understand teachers' needs and preferences for an FASD‐informed intervention website and to assess the goodness of fit of the FMF Program to teachers and the school setting. Twenty‐three teachers with experience teaching students with FASD were interviewed. Interviews were conducted via Zoom and lasted about 53 min on average. Data were transcribed verbatim and analyzed using qualitative content analysis in Dedoose. Three overarching themes represented teachers' needs for an FASD‐informed resource: teachers need evidence‐based FASD information and strategies, teachers have very little extra time, and the needs of special and general education teachers vary. Teachers were positive about the concepts of the FMF Program and felt they would have good fit. Teachers need an evidence‐based FASD‐informed intervention that is easy to use, concise, and responsive to varying needs and levels of experience. Results will inform the adaptation process of the FMF Program.

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Section: Discussionsupporting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Teachers' needs for an FASD‐informed resource: A qualitative interview needs assessment based on the ADAPT‐ITT framework

Kautz‐Turnbull,

Speybroeck,

Rockhold

et al. 2023

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…There are still very few interventions specifically for individuals with prenatal alcohol exposure, though there have been more resources that have been made available to schools [60 ▪ ], justice systems, parents and healthcare settings to help improve outcomes. There is also great opportunity for the repurposing of interventions that can target specific behaviors associated with prenatal alcohol exposure, if they are implemented effectively (e.g.…”

Section: Intervention Modalities and Targetsmentioning

confidence: 99%

Current considerations for fetal alcohol spectrum disorders: identification to intervention

Glass

Moore

Mattson

2023

Current Opinion in Psychiatry

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Purpose of reviewThis review highlights recent findings regarding the prevalence, public health impact, clinical presentation, intervention access and conceptualization of fetal alcohol spectrum disorders (FASDs). Despite ongoing work in prevention and identification of this population, the rates of drinking during pregnancy have increased and significant gaps remain in diagnosis and intervention.Recent findingsPrenatal alcohol exposure is the most common preventable cause of developmental disability in the world. Research has focused on improving diagnostic clarity, utilizing technology and neuroimaging to facilitate identification, engaging broader stakeholders (including self-advocates) to inform understanding and needs, and increasing access to effective interventions. There is an emerging focus on developmental trajectories and experiences in young and middle adulthood. Public policy advocacy has also made great strides in recent years.SummaryIncreases in public awareness, greater concordance of diagnostic schema, leveraged use of novel technology, and the development of targeted interventions within a holistic, strengths-based conceptualization are important considerations for this population.

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“…The literature surrounding this disorder calls for an accurate and universal detection and diagnostic system that enables early identification of its core manifestations [ 2 , 3 ]. Based on these arguments and considering the prevalence data in Spain, estimated at 22.2% cases of FASD per 10,000 inhabitants [ 4 ], as well as the lack of knowledge among healthcare and educational professionals regarding this disorder [ 5 , 6 , 7 , 8 , 9 , 10 , 11 ], it is essential to have a behavioral and cognitive profile that considers the developmental stage.…”

Section: Introductionmentioning

confidence: 99%

Effects of Developmental Timing on Cognitive and Behavioral Profiles in Fetal Alcohol Spectrum Disorder: Considerations for Education

Felgueras,

López-Díaz,

Garrote

2024

Behavioral Sciences

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Associations and families demand the need to raise awareness of the implications in the cognitive and behavioral development of children with Fetal Alcohol Spectrum Disorder (FASD) that affect their learning and school participation. This study aims to generate a profile of executive and behavioral functioning in children and adolescents diagnosed with FASD. A probabilistic sampling by clusters (associations for individuals with FASD) is applied. The sample is composed of 66 families from three associations. The BRIEF-2 and SENA tests were administered to assess executive and behavioral functioning domains. Data analysis found that the executive and behavioral functioning profile of individuals with FASD varies with age, with greater impairment in middle and late adolescence. Likewise, the domain of executive functioning most affected in any of the developmental stages is working memory. Finally, cognitive impairment in the executive functioning domains has a direct impact on the social and adaptive functioning of people with FASD.

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Fetal alcohol spectrum disorder resources for educators: A scoping review

Abstract: This is an open access article under the terms of the Creat ive Commo ns Attri bution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

Cited by 8 publications

References 41 publications

Teachers' needs for an FASD‐informed resource: A qualitative interview needs assessment based on the ADAPT‐ITT framework

Teachers' needs for an FASD‐informed resource: A qualitative interview needs assessment based on the ADAPT‐ITT framework

Current considerations for fetal alcohol spectrum disorders: identification to intervention

Effects of Developmental Timing on Cognitive and Behavioral Profiles in Fetal Alcohol Spectrum Disorder: Considerations for Education

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