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EPSE 317 Fetal Alcohol Spectrum Disorder (FASD)
[object Object]
Some Things FASD is NOT! ,[object Object],[object Object],[object Object],[object Object]
One More Thing FASD is NOT ,[object Object]
Prevalence ,[object Object],[object Object]
Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Syndrome (FAS) Alcohol-related Birth Defects (ARBD) Partial Fetal Alcohol Syndrome(PFAS) Alcohol-related Neurodevelopmental Disorder (ARND)  (Also called Static Encephalopathy, Alcohol Exposed)
What is FASD? ,[object Object],[object Object],[object Object],[object Object]
Four Domains  ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Diagnosis: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Diagnosis in BC ,[object Object],[object Object],[object Object],[object Object]
Facial characteristics Government of British Columbia, Ministry of Education, Special Programs Branch (1996)  Teaching Students with Fetal Alcohol Syndrome/Effects:  A Resource Guide for Teachers
FAS FACIAL FEATURES
Colton Harris-Moore
Alcohol exposure and the brain From Clarren, 1978
Corpus callosum abnormalities Mattson, et al., 1994; Mattson & Riley, 1995; Riley et al., 1995
Brain Function ,[object Object],[object Object]
Seven Domains ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Cognition ,[object Object],[object Object],[object Object]
Subdomains ,[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object]
Adaptation:  How Does the Person Use Intelligence for Daily Living? ,[object Object],[object Object],[object Object]
Executive Function ,[object Object],[object Object]
Executive  functions ,[object Object],[object Object],[object Object],[object Object]
Also related to EF ,[object Object],[object Object],[object Object],[object Object]
Memory ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
Communication ,[object Object],[object Object],[object Object],[object Object]
Why is Norbert so controlling? ,[object Object]
Communication is a Biggie-- More  ,[object Object],[object Object],[object Object],[object Object]
Communication is More Than Language ,[object Object],[object Object],[object Object],[object Object]
Attention/Activity Level ,[object Object],[object Object],[object Object],[object Object]
Achievement ,[object Object],[object Object],[object Object],[object Object],[object Object]
Some Effects of Brain and Central Nervous System Damage (mostly) … and some hints about what to do about them
Vision ,[object Object],[object Object],[object Object]
 
 
What to do?  Try: ,[object Object],[object Object],[object Object],[object Object]
Lighting ,[object Object],[object Object],[object Object]
Hearing impairments ,[object Object],[object Object],[object Object]
Hearing impairments ,[object Object],[object Object],[object Object]
Try: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Hypersensitivity (over-sensitivity) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Cautions: ,[object Object],[object Object],[object Object],[object Object],[object Object]
Hyposensitivity (Under-sensitivity) ,[object Object],[object Object],[object Object],[object Object],[object Object]
Cautions ,[object Object],[object Object]
Students may mature at uneven rates: ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Reading ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Math ,[object Object],[object Object],[object Object],[object Object]
Visual Timer
[object Object],[object Object],[object Object]
 
Teach transitions explicitly ,[object Object]
Social Safety ,[object Object],[object Object],[object Object],[object Object]
 
It’s not easy… ,[object Object],[object Object],[object Object],[object Object],[object Object]
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Class 5 (Fasd Ppt)

Notas do Editor

  1. Talk about the Italian study, here Nevertheless, the rates of FASD identified in Italy have been higher than were predicted by the scant literature on FAS in Italy [May et al., 2006a,b] and other mainstream Western European populations. The proportion of PFAS cases far exceeds those of FAS in Italy. The rates of FAS reported from the Italian studies ranged from 3.7 to 9.2 per 1,000, PFAS from 15.7 to 43.8 per 1,000, and the prevalence of total FASD is estimated as 2-- 5.5% in the first grade children.
  2. A little about the Spectrum idea, here
  3. Note that other areas of growth can be affected; Cardiac Genitourinary Bone structure Dentition And recently, immune system
  4. epicanthic fold , epicanthal fold , or epicanthus is a skin fold of the upper eyelid , from the nasal bone to the inferior side of the eyebrow , covering the inner corner ( medial canthus ) of the eye . It is a normal trait for a large percentage of humans . This lower fold of the upper eyelid gives the eyes of some East Asians an appearance which seems relatively narrower and almond -like in comparison to most persons of Western (Caucasian) and Sub-Saharan African descent, whose eyes seem wider due to a higher upper eyelid fold. The term "epicanthic fold" refers to a visually categorized feature of the eyelid; however, there are different underlying explanations of the causes. For instance, one theory is based on the fact that the fold is almost always associated with absent to near-absent brow ridges and vice versa , thus causing some to posit that the absent brow ridge is responsible for the occurence of the fold.
  5. This is “full fas” It only represents about 10% of the affected population. Facial markers usually fade with age and are uncommon among adults. Not as easy to recognise as it would seem: Story re guy who was stealing airplanes last October…
  6. Background One anomaly that has been seen in FAS is agenesis of the corpus callosum. While not common, it occurs in FAS cases (~6%) more frequently than in the general population (0.1%) or in the developmentally disabled population (2-3%). In fact it has been suggested that FAS may be the most common cause of agenesis of the corpus callosum. In the top left picture, is a control brain. The other images are from children with FAS. In the top middle the corpus callosum is present, but it is very thin at the posterior section of the brain. In the upper right the corpus callosum is essentially missing. The bottom two pictures are from a 9 year old girl with FAS. She has agenesis of the corpus callosum and the large dark area in the back of her brain above the cerebellum is a condition known as coprocephaly. It is essentially empty space. Most children with FAS do have a corpus callosum, although it may be reduced in size. The reduction in size occurs primarily in the front and rear portions (genu and splenium). One interesting item is that this same pattern of reduction in the genu and splenium has been found in ADHD children. The behavioral problems seen in FAS frequently are similar to those seen in ADHD. References Mattson, S. N., Jernigan, T. L., & Riley, E. P. (1994a). MRI and prenatal alcohol exposure. Alcohol Health & Research World, 18 (1), 49-52. Mattson, S. N., & Riley, E. P. (1995). Prenatal exposure to alcohol: What the images reveal. Alcohol Health & Research World, 19 (4), 273-277. Riley, E. P., Mattson, S. N., Sowell, E. R., Jernigan, T. L., Sobel, D. F., & Jones, K. L. (1995). Abnormalities of the corpus callosum in children prenatally exposed to alcohol. Alcoholism: Clinical and Experimental Research, 19 (5), 1198-1202.
  7. Low IQ protective factor—why?
  8. Linkage of cause & effect…
  9. 3:54
  10. 3:31
  11. Language disabilities often do not appear until child is out of primary grades. Masked by articulation disorders (craniofacial stuff) Masked by interpretations of behaviour. 3:31
  12. 5:08
  13. 3:02; 4:43
  14. Note that although response to stimulus may seem out of proportion, the distress is real.
  15. 2:12 on video Social implications
  16. Caution re “whole language” –inferring meaning can be a problem, generally teaching decoding seems to work better
  17. 7:27