Shaping the future for children with foetal alcohol spectrum disorders

Blackburn, Carolyn; Carpenter, Barry; Egerton, Jo

doi:10.1111/j.1467-9604.2010.01452.x

Cited by 19 publications

(11 citation statements)

References 29 publications

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“…Participants indicated that open-door policies, open communication, and collaboration with school personnel supported their efforts to regulate their relationships with their children (stay intertwined to fit in). The importance of relationships between parents of children with FASD and school personnel has also been documented by other researchers (e.g., Blackburn, Carpenter, & Egerton, 2010;Green, 2007;Malbin, 2002); however, they only emphasized forms of engagement that promoted children's success. Our study links open communication to positive long-term outcomes for caregivers who are trying to regulate and maintain their relationships with their children, and has implications for educators and others working with children with FASD in school.…”

Section: Discussionmentioning

confidence: 71%

Caregivers’ Management of Schooling for Their Children With Fetal Alcohol Spectrum Disorder

et al. 2014

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In this article we describe a grounded theory study of how caregivers of school-aged children with fetal alcohol spectrum disorder (FASD) managed their children's schooling. We completed 30 interviews with 17 caregivers residing in a western Canadian province, as well as document analysis and 25 hours of participant observation. We used constant comparative analysis to construct our substantive theory: intertwining to fit in. The core variable is an iterative cycle caregivers used to resolve their main concerns: preventing their children from failing academically and in social interactions and preventing themselves from being regarded as unacceptable parents. To intertwine to fit in, caregivers used two strategies: orchestrating schooling and keeping up appearances. They also regulated their relationships with their children. "Intertwining to fit in" contributes to the literature on attachment and parenting and extends explanations about caregivers' advocacy for their children with FASD. The theory has implications for school personnel and practitioners, as well as researchers.

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Section: Discussionmentioning

confidence: 71%

Caregivers’ Management of Schooling for Their Children With Fetal Alcohol Spectrum Disorder

et al. 2014

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“…For high-needs populations such as children with FASDs, consistency in assessment process and practice has been revealed in the literature as being key to implementing well-suited interventions. Ensuring all individuals involved in caring for children with FASDs have the same information and understanding, and considering their suggestions and feedback in the assessment and intervention processes is crucial (Blackburn, Carpenter, & Egerton, 2010).…”

Section: The Whole Childmentioning

confidence: 99%

Assessment for Intervention of Children with Fetal Alcohol Spectrum Disorders: Perspectives of Classroom Teachers, Administrators, Caregivers, and Allied Professionals

Pei¹,

Job²,

Poth³

et al. 2013

PSYCH

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The present study begins to address the need for evidence-based approaches for guiding the psychological assessment of children with Fetal Alcohol Spectrum Disorders (FASD). This project represents an important step toward increasing links between research and practice in the communication and use of assessment results for informing intervention decisions. Using a qualitative research approach, the current study contributes to knowledge about concerns with current psychological assessment practices and offers suggestions for optimization based on conversations with teachers, administrators, caregivers and allied professionals. Thematic analysis of 11 focus groups and 3 interviews (N = 60) yielded 3 major findings: the need to focus on the whole child, the necessity of an assessment process that is responsive, and building capacity in the school. This study increases the links between research and practice as we move toward a model of assessment for intervention. Such a model has a strong potential for optimizing assessment practices to better meet the needs of children with FASDs as it promotes a shift that focuses on successful child outcomes regardless of diagnosis.

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“…In a recent study, Blackburn, Carpenter and Egerton (2010, p. 143) state: ‘Support and education for children with foetal alcohol spectrum disorders are best directed at the child's individual point of learning need’. From their study, they identified that the main strategies for working with children and young people with FASD were:…”

Section: Managing the Child With Fasd In The Classroom Environmentmentioning

confidence: 99%

Pedagogically bereft! Improving learning outcomes for children with foetal alcohol spectrum disorders

Carpenter¹

2011

British Journal of Special Education

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Foetal alcohol spectrum disorder (FASD) is the most common non-genetic cause of learning disability, affecting around 1% of live births in Europe, and costing an estimated $2.9 million per individual across their lifespan. In adulthood, non-reversible brain damage is often compounded by secondary disabilities in adulthood, such as mental health problems and drug addiction. The challenge for today's educators is: 'How do we teach children with FASD?' Their unusual style of learning and their extreme challenging behaviour is out of the experience of many teachers. This article, written by Professor Barry Carpenter, OBE, National Director of the Specialist Schools & Academies Trust Complex Learning Difficulties and Disabilities Research Project, considers the status of FASD in the UK, and provides an overview of the author's recent research into effective educational strategies within the framework of Every Child Matters. Only government-led approaches can lead to improvements in the quality of teaching and learning for children with FASD and their future life chances.

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Shaping the future for children with foetal alcohol spectrum disorders

Cited by 19 publications

References 29 publications

Caregivers’ Management of Schooling for Their Children With Fetal Alcohol Spectrum Disorder

Caregivers’ Management of Schooling for Their Children With Fetal Alcohol Spectrum Disorder

Assessment for Intervention of Children with Fetal Alcohol Spectrum Disorders: Perspectives of Classroom Teachers, Administrators, Caregivers, and Allied Professionals

Pedagogically bereft! Improving learning outcomes for children with foetal alcohol spectrum disorders

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