Citation: Johnson, C.L. & Lapadat, J.C. (2000). Parallels between learning disabilities and fetal alcohol syndrome/effect: No need to reinvent the wheel. Exceptionality Education Canada, 10(3),65-81.
Article Type: Case Study
Conclusion: Instructional strategies that are used with students with learning disabilities have the potential for being helpful to students who have been prenatally exposed to alcohol. Use of these methods can serve to identify patterns of learning problems and suggest interventions. Teacher awareness on the neurological basis of FASD is important.
Purpose: Parallels in learning characteristics between persons diagnosed with FAS/E and those characterized as having learning disabilities have been documented in the literature. The author tutored an adolescent with FAE for four months structured, multisensory phonetic (Orton Gillingham) approach to determine its effect on the student’s written language performance.
Findings: Quantitative scores demonstrated slight improvement in the total reading measure, with the most improvement noted in spelling and clusters readiness. Measures of self-esteem, generated from teacher and parent reports, demonstrated no significant improvement. Qualitative observations pertaining to the student’s learning process showed benefit from visual presentation and oral reading of compositions, using writing to reinforce lessons, adaptation of lessons to encourage comprehension and memory, and scaffolding to facilitate answering in complete sentences.
Implications: Academic instruction of students with FASD has not been systematically studied in the literature. There is, however, substantial data to support the efficacy of certain strategies and practices with those having learning disabilities. Pursuing the use of these practices with students with FASD can prove useful in identifying interventions that offer promise.
Email Address: lapadat@unbc.ca
Citation: Olson, H.C., Burgess, D.M, & Streissguth, A.P. (1992). Fetal alcohol syndrome (FAS) and fetal alcohol effects (FAE): A lifespan view, with implications for early intervention.Zero to Three: NationalCenterfor Clinical Infant Programs, 13(1),24-29.
Article Type: Review
Conclusion: FAS/FAE are preventable, and their incidence can be lowered through raising public awareness, providing substance treatment services, and educating professionals. With respect to intervention with children affected by prenatal alcohol exposure, “reframing” expectations and keeping an open mind serve to improve outcomes.
Summary: The long-term impact of prenatal alcohol exposure is well documented, but it is difficult to evaluate the outcome of specific individuals. Environmental influences have the potential to improve chances and to buffer the alcohol effect. A central theme in working with children prenatally exposed to alcohol concerns “reframing” cognitive and behavioral expectations and introducing appropriate interventions. Early intervention plays a central role in reducing family stress and in improving outcome, but this depends on early identification. Early intervention strategies include: establishing a monitoring system for the child; assisting the mother/family to work through their own drinking problem; introducing appropriate behavior management practices; and providing therapeutic child care. Four recommendations are made. First, setting up pediatric care and screening systems within early childhood agencies; setting up systems to provide support for substance treatment and parent education; training health professionals; ensuring continuity in care with comprehensive plans to meet the needs of families affected by FASD.
Implications: Early intervention with children prenatally exposed to alcohol serves the interests of both the child and the family. This requires, however, the establishment of systems to identify children who have been exposed, and this, in turn, requires education of personnel who come into contact with these families while the children are young. Setting early precedents regarding expectations and environmental supports is important for the outcomes of members of this population.
Email Address: quiddity@u.washington.edu