Elements for developing community-based interventions for adults with fetal alcohol spectrum disorder: A scoping review

Abstract

Introduction: Current literature about interventions for adults with fetal alcohol spectrum disorder (FASD) is limited, which is a concern, due to the high prevalence of FASD. FASD creates lifelong physical, mental, cognitive and behavioral deficits, which impacts many aspects of daily living. Community-based interventions are necessary to better support adults with FASD and provide them with the opportunity to achieve success in their daily lives and social participation. This scoping review aimed to identify elements for developing successful community-based interventions for these individuals. Method: A search was conducted in the MEDLINE, PsycINFO, CINAHL, and EMBASE databases and supplementary gray literature was resourced. Articles were selected based on inclusion-exclusion criteria, and a thematic analysis was completed to identify and present relevant findings. Results: Seven articles met selection criteria and were included in this review. Six emerging themes were identified: inclusion of a functional context, individualized support, education for service providers, structure and routine, utilizing a strengths-based approach, and environmental adaptations. These themes were used to present the findings related to the elements necessary for developing interventions for adults with FASD. Conclusion: The results indicate that the identified elements may be necessary to develop successful interventions, especially community-based interventions, for adults with FASD.

Characterising fetal alcohol spectrum disorder in Canada: a national database protocol study

“…5 6 That said, there is very limited research that focuses on the strengths of individuals with FASD, and how to achieve successful outcomes, and there is a critical need to develop and implement strengths-based approaches and interventions for this population. 17 For example, in one study, researchers identified predictive factors that contribute to success in occupational performance in youth and adults with FASD, 18 and in another small study reported on factors that influence success in school, 19 and others have reported on factors that contribute to positive outcomes among adults with FASD who are involved in the justice system. 20 FASD affects approximately 4% of the Canadian population and is a complex social and public health issue.…”

Improving the Behavior of Children With Fetal Alcohol Spectrum Disorders

“…The most effective way to solve a problem is to prevent it. This is particularly true in regard to the behavioral difficulties often exhibited by children with FASDs (Quan et al, 2019;Richer & Watson, 2018;Tremblay et al, 2017). Brain-based challenges with cause-and-effect thinking may result in individuals with FASDs repeating the same difficult behavior without understanding why they keep getting the same result (Richer & Watson, 2018).…”

“…Changing the environment is a more effective way to foster desired behavior in children with FASDs. Simple, proactive environmental changes, like those Quan et al, 2019;Richer & Watson, 2018;Tremblay et al, 2017).…”

“…Although disabilities included in IDEA may be caused by prenatal exposure to alcohol, these diagnoses do not fully describe the behavioral profile of children with FASDs (Petrenko et al, 2014). Compared with other students identified as having a learning disability, intellectual disability, or emotional disability, individuals with FASDs are much more likely to have sensory issues (Abele-Webster et al, 2012;Quan et al, 2019;Wells et al, 2012). The struggles of students with FASDs also tend to increase as they age, with behavioral challenges particularly likely to worsen (Kambeitz et al, 2019;Ryan & Ferguson, 2006;Streissguth et al, 2004;Streissguth & Kanter, 1997).…”

“…It is important for educators to recognize the behavioral profile associated with prenatal exposure to alcohol and to implement interventions known to be successful with individuals with FASDs (Quan et al, 2019;Tremblay et al, 2017). Special educators can facilitate the success of students not yet identified by sharing these strategies with general education teachers, but it is also important to encourage families to pursue an evaluation for an FASD when a disorder is suspected.…”