Supporting Individuals with Fetal Alcohol Spectrum Disorders:a Summary of Effective Practices

Autor/inn/en	Riggie, Jennifer; Xu, Tingting
Titel	Supporting Individuals with Fetal Alcohol Spectrum Disorders:a Summary of Effective Practices
Quelle	In: Physical Disabilities: Education and Related Services, 32 (2013) 2, S.43-89 (47 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Fetal Alcohol Syndrome; Student Needs; Teaching Methods; Special Needs Students; Qualitative Research; Statistical Analysis; Literature Reviews; Intervention; Neurological Impairments; Behavior Problems; Program Effectiveness; Family Involvement; Early Intervention; Young Children; Self Determination; Cognitive Development; Executive Function; Rehabilitation; Cognitive Processes; Memory; Mathematics Instruction; Daily Living Skills; Computer Simulation; Social Development; Emotional Development; Reinforcement; Attention Deficit Hyperactivity Disorder; Friendship; Skill Development; Environmental Influences; Family Environment; Social Support Groups + Suchen Sie Ihr Suchwort? Fetal alcohol spectrum disorders; Alkoholembryopathie; Teaching method; Lehrmethode; Unterrichtsmethode; Sonderpädagogischer Förderbedarf; Qualitative Forschung; Statistische Analyse; Neurodegenerative Erkrankung; Frühe Kindheit; Selbstbestimmung; Kognitive Entwicklung; Cognitive process; Kognitiver Prozess; Gedächtnis; Mathematics lessons; Mathematikunterricht; Alltagsfertigkeit; Computergrafik; Computersimulation; Soziale Entwicklung; Gefühlsbildung; Positive Verstärkung; Freundschaft; Kompetenzentwicklung; Qualifikationsentwicklung; Environmental influence; Umwelteinfluss; Familienmilieu; Social support; Soziale Unterstützung
Abstract	Fetal alcohol spectrum disorder (FASD) is a lifelong condition that significantly affects the individual's learning, development, behavior, family, and quality of life. Diagnosing children with this condition and providing effective supports is challenging for professionals because little intervention research has been performed with the population. This is frustrating for caregivers who often take an active role in their child's life to ensure that needs are met. This article summarizes quantitative and qualitative studies that have targeted learning and behavioral interventions that aim to support children with FASD and their families. Research suggests that practices accommodating children's neurocognitive and neurobehavioral deficits are likely to produce positive outcomes. Interventions that include the family are also promising in their effectiveness. Extra attention needs to focus on early intervention for infants and toddlers and interventions that can promote the self-determination of adults with FASD. Additional directions for future research are provided along with policy and practice implications. (As Provided).
Anmerkungen	Division for Physical, Health, and Multiple Disabilities, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: barbara.kulik@csun.edu; Web site: http://www.cec.sped.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01