Citation: Watson, S.M.R. & Westby, C.E. (2003). Prenatal drug exposure: Implications for personnel preparation. Remedial and Special Education, 24(4), 204-214.
Abstract Type: Survey
Conclusion: Educators who were not aware of students’ history of prenatal alcohol and drug exposure tended to view these students in a negative light and to use fewer appropriate strategies than teachers who were aware. These two groups of teachers also differed in their focus, with the former focusing on the deficits and the latter focusing on the strengths. Lack of knowledge among teachers fosters an educational environment that may be inappropriate for students with prenatal alcohol or drug exposure.
Purpose: Students parentally exposed to alcohol and drugs exhibit learning differences within the classroom. Identifying appropriate learning environment(s) and curricula is a prerequisite for their success, and requires a better understanding by teachers of the characteristics of these persons. The authors studied the history and performance of 34 students and interviewed 31 teachers to discern student learning characteristics, teacher attitudes towards these students, and interventions that have been used.
Findings: Students exposed prenatally to alcohol and drugs were categorized primarily as having a specific learning disability, speech-language impairment or emotional-behavioral disorder. Their educational history showed retention, school changes, and absences/tardiness. With respect to their identified characteristics, all demonstrated: attention, planning and impulse control; academic difficulties in mathematics and language; and social-emotional self-regulation (overly friendly, defiant, attention-demanding) behaviors. Their strength was in the area of decoding. Teachers who were not familiar with their diagnoses viewed them as being responsible for their own behavior, while those who were aware of their diagnoses were more likely to be tolerant of inappropriate behaviors and to accommodate their specific educational needs. Specific interventions included: verbal reminders and physical proximity, small group instruction, repetition, reduction of workloads, use of physical prompts and computers. In addition, unaware teachers tended to use time-outs, while aware teachers implemented consistent routines, point systems, praise, and rewards.
Implications: Constructing an appropriate learning environment for children prenatally exposed to alcohol and drugs is facilitated by educating teachers on: the relevant history of their students; the specific learning differences of members of this population; and on beneficial environmental/instructional strategies. Attention needs to be paid to assessment as well as how to facilitate students’ planning, coping, and social discourse skills.
Email: swatson@odu.edu
Citation: Goodlett, C.R. and Horn, K.H. (2001). Mechanisms of alcohol-induced damage to the developing nervous system. Alcohol Research & Health, 25(3), 175-184. Retrieved 2/12/06from http://pubs.niaaa.nih.gov/publications/arh25-3/175-184.htm.)
Abstract Type: Review
Conclusion: Research into the effect of prenatal alcohol on the central nervous system is conducted through animal and tissue-culture studies. Many possible mechanisms operating at the cellular level have been identified, and it may be possible that not one, but many serve to result in observed cognitive and behavioral deficits. The information gained from such investigations have the potential to identify pre- and post-natal interventions that could serve to lessen the effects of prenatal alcohol exposure.
Summary: Underlying the cognitive and behavioral effects of prenatal alcohol exposure are specific mechanisms through which cells in the central nervous system are damaged. This is a field of research that still has many unanswered questions because of the variability that exists among those affected and because of the complexity of alcohol’s effects. Animal and tissue-culture experiments have contributed to our understanding of these candidate mechanisms. These include: cell death (both self-destruction as well as breaking apart); oxidative stress (the inability of cells to eliminate free radicals); cell proliferation prevention; disruption in cell migration; interference with the function of neurotransmitters (brain chemicals that allow the transmission of nerve signals); excess activity of certain neurotransmitters that lead to cell death; interference with the brain’s use of glucose (energy and protection); cell adhesion reduction (cell-to-cell contact); and interference with the genes that cause brain development. Insights on the specific mechanisms of prenatal alcohol effect can lead to the identification of possible pharmacological interventions to lessen the long-term outcome.
Implications: Understanding the underlying mechanisms of prenatal alcohol effect has significant potential for identifying sound approaches to diagnosis, treatment, and prevention of alcohol-related birth defects. This, in turn, can be used to generate convincing evidence that be utilized in public education programs.
Email Address: goodlett@iupui.edu
Citation: Wei-June, A. C., Maier, S.E., Parnell, S.E., & West, J.R. (2003). Alcohol and the developing brain: Neuroanatomical studies. Alcohol Research & Health, 27(2), 174-175. Retrieved 2/12/06from http://pubs.niaaa.nih.gov/publications/arh27-2/174-180.htm.)
Abstract Type: Review
Conclusion: The effect of prenatal alcohol exposure on the brain is multi-faceted and specific, with some regions more vulnerable than others. Human and animal studies utilizing imaging (MRI, fMRI, PET) technologies have been particularly revealing. Investigation into the mechanisms of prenatal alcohol exposure serves to further our knowledge on possible therapeutic interventions.
Summary: Prenatal alcohol exposure affects, among other organs, the central nervous system, including the brain. The facial features of FAS are generated during weeks 4 through 8 of gestation, but the effect on the brain takes place through the entire pregnancy. Physical, imaging, and autopsy studies on humans have identified microcephaly (small head relative to body size), size reductions and changes in metabolic rate of various parts of the brain, and structural defects in size, number, and shape of different types of cells within the brain. Animal studies have confirmed these findings, and have enhanced our understanding with respect to the effect of specific patterns of alcohol consumption, and to its actions on specific cells and molecules. Furthermore, animal studies have demonstrated that complex motor training and pharmacological treatments offer the potential for reducing the toxicity of alcohol effect. Dietary additions of Vitamin E (an antioxidant), two peptides derived from growth factors, 1-octanol (a long chained alcohol) and other chemicals may reduce the severity of the damage. Challenges come in transporting the results from animal studies to the human population.
Implications: Studies that seek to uncover the mechanisms through which alcohol acts on central nervous system tissue offer great potential for identifying and implementing treatment interventions that include dietary supplements as well as motor training of the person affected by FASD. The question remains as to what extent brain development can be guided and changed as a result of these interventions.
Email Address: wjchen@tamu.edu