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 p ai r me n t s
n it i v e I m
Cog

In Children:

• Definition:
• Intellectual Functioning Level
• Adaptive Skills
• Significantly Below Average
• Mild to Severe
• 85%  55-70 IQ
• 10%  30-55 IQ
• Under 5%  Below 30 IQ
• Examples
• Down Syndrome
• Traumatic Brain Injury 2
• FASD
 p ai r me n t s
n it i v e I m
Cog

Fetal Alcohol Spectrum Disorder

(FASD)

• Exposure to Alcohol
• Ranges in Severity
• Irreversible and Lifelong Difficulties
• Too Often Undiagnosed or Misdiagnosed:
• ADHD
• Autism

3
 Sig n s
FASD

Physical Defects

• Small Eyes
• Deformed Joints
• Slow Growth
• Vision and Hearing Problems
• Small Head and Brain Size
• Heart, Kidney, and Bone Defects

4
 Sig n s
FASD

Brain and Central Nervous

System

• Poor Balance and Coordination

• Memory Issues
• Sensory Issues
• Reasoning and Decision-Making Problems
• Poor Judgement and Understanding of
Consequences
• Attention and Information Processing
Issues
• Learning, Intellectual, and Developmental
Disabilities
5
 Sig n s
FASD

Social And Behavioral Issues

• Impulse Control
• Poor Social Skills
• Change and Task-Switching
• Little Concept of Time
• Staying on Task
• Goal Planning and Working Towards Goals

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FASD

Demographics

• 25 Out of 1000, 2.5%

• 6.4% Misdiagnosed
• 80.1% Undiagnosed
• 86.5% Not Receiving Proper Interventions
• 70% of Child Welfare System

7
FASD

Comorbidities

• 75% ADHD
• 74% Developmental Delay
• 70% Speech-Language Deficit
• 35% Learning Disability
• 2.33 Times More Likely to Have Autism

8
 vent io ns
Inter

IEP

• Considered a Cognitive Impairment

• Eligibility Requirements
• Intellectual Assessment  Two Standard
Deviations
• Standardized Reading and Arithmetic
Assessment  Lowest 6 Percentiles
• Lack of Cognitive Development
• Impairment of Adaptive Behavior
• Adversely Affects Performance
• Psychologist
• Many Students with FASD May Not Qualify 9
 vent io ns
Inter
Functi
o n al A
ssessm
Pages ent
Functional Assessment
2 3- 24
• Need Based on Severity
• Caregivers, Previous Educators, Observations
• Abilities:
• Independent Work
• Attention
• Behaviors
• Strengths
• Interests
• Interaction
• General Functioning
10
 vent io ns
Inter

Environment

• Calm Colors
• Reduce Lighting
• Remove Decorations
• Store Materials
• Plants or Classroom Pets
• Temperature
• Sound
• Furniture Arrangement

11
 vent io ns
Inter

Establish Clear Routines

• Set Times or Secret Signals

• Consistency of Staff and Teachers
• Frequent Breaks
• Schedules and Calendars

12
 vent io ns
Inter

Multi-Sensory Learning

• Visual Arts
• Dance
• Drama
• Music
• Enables Expression
• Receive Information

13
 vent io ns
Inter

Support

• Direct Support
• Family
• School
• Community
• Early Intervention
• Lifelong Support
• Outside Support  Graduation

14
 R ef lec ti o n
Perso n a l

Richard

• Features
• Foster System
• Education
• Behaviors
• Impulse Control

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Co n c lu sio n

FASD

• Underdiagnosed and Misdiagnosed

• Inappropriate Interventions
• Behavioral Issues
• Understand and Recognize FASD
• Appropriate Interventions  Success for
Everyone

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 re nc es
Refe
Center for Disabilities. (2009). Fetal alcohol spectrum disorders: education strategies. Retrieved from https://www.usd.edu/-/media/files/medicine/center-for-

disabilities/handbooks/fasd-educational-strategies-handbook.ashx?la=en

Chasnoff, I. J., Wells, A. M., and King, L. (2015, February). Misdiagnosis and missed diagnoses in foster and adopted children with prenatal alcohol exposure.

Pediatrics: Official Journal of the American Academy of Pediatrics, 135(2), pp. 264-270. Retrieved from

https://pediatrics.aappublications.org/content/135/2/264#:~:text=Of%20the%2031%20who%20had,a%20misdiagnosis%20rate%20of%206.4%25.

Cleversey, K., Brown, J., and Kapasi, A. (2018, October). Educational services for youth with fetal alcohol spectrum disorder: caregivers’ perspectives.

International Journal of Mental Health & Addiction, 16(5), pp. 1156-1173. Retrieved from

http://web.b.ebscohost.com.bakerezproxy.palnet.info/ehost/detail/detail?vid=0&sid=a7de5f2c-8a22-4f42-9738-d28183f4cbd0%40pdc-v-

sessmgr05&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=132460216&db=a9h

Edmonds, K., and Crichton, S. (2008). Finding ways to teach to students with FASD: a research study. International Journal of Special Education, 23(1), pp. 54-

73. Retrieved from https://files.eric.ed.gov/fulltext/EJ814375.pdf

Lange, S., Probst, C., Gmel, G., Rehm, J., Burd, L., and Popova, S. (2017, October). Global prevalence of fetal alcohol spectrum disorder among children and
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youth. JAMA Pediatrics, 171(10), pp. 948-956. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5710622/
Lange, S., Rehm, J., Anagnostou, E., and Popova, S. (2018, April). Prevalence of externalizing disorders and autism spectrum disorders among children

with fetal alcohol spectrum disorder: systematic review and meta-analysis. Biochemistry & Cell Biology, 96(2), pp. 241-251. Retrieved from

http://web.b.ebscohost.com.bakerezproxy.palnet.info/ehost/detail/detail?vid=0&sid=2ef16376-afee-4b62-980e-97c8e8d9050a%40pdc-v-

sessmgr01&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#AN=129007694&db=a9h

Mayo Clinic. (2020). Fetal alcohol syndrome. Retrieved from https://www.mayoclinic.org/diseases-conditions/fetal-alcohol-syndrome/symptoms-

causes/syc-20352901

MDE. (2016, March). Early On Michigan: part c of the Individuals with Disabilities Education Act (IDEA). Retrieved from

https://www.michigan.gov/documents/mde/Michigan_State_Plan_-_Final_3-2016_518546_7.pdf

Medical Home Portal. (2020). Distinguishing Fetal Alcohol Spectrum Disorders from Autism Spectrum Disorder. Retrieved from

https://www.medicalhomeportal.org/issue/distinguishing-fetal-alcohol-spectrum-disorders-from-autism-spectrum-disorder

Millar, J. A., Thompson, J., Schwab, D., Hanlon-Dearman, A., Goodman, D., Koren, G., and Masotti, P. (2017). Educating students with FASD: linking

policy, research and practice. Journal of Research in Special Educational Needs, 17(1), pp. 3-17. Retrieved from

https://nasenjournals.onlinelibrary.wiley.com/doi/pdf/10.1111/1471-
18
3802.12090https://nasenjournals.onlinelibrary.wiley.com/doi/pdf/10.1111/1471-3802.12090
Partnership to End Addiction. (2020). Study: FASD often confused with ADHD, but symptoms more severe. Retrieved from https://drugfree.org/drug-

and-alcohol-news/study-fasd-often-confused-with-adhd-but-symptoms-more-severe/

Popova, S., Lange, S., Burd, L., Nam, S., and Rehm, J. (2016, July). Special education of children with fetal alcohol spectrum disorder. Exceptionality,

24(3), pp. 165-175. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5009761/

Steward, M., and Mohr, S. (2018, Summer). ‘Playing to our strengths’: fetal alcohol spectrum disorder, social isolation and new resources to support

individuals and families. International Journal of Birth &Parent Education, 5(4), pp. 24-28. Retrieved from

http://web.b.ebscohost.com.bakerezproxy.palnet.info/ehost/detail/detail?vid=0&sid=a1db3606-1278-4c7f-8f73-91e14e54a2bf%40pdc-v-

sessmgr01&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=133127472

U.S. Department of Health and Human Services. (2019, September). Resources for children with fetal alcohol spectrum disorder. Retrieved from

https://www.childwelfare.gov/news-events/adoptiontriad/editions/sep2019/

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