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1. A Diagnostically Promising Technique for Tallying Nominal Reference Errors in the Narratives of School-Aged Children with Foetal Alcohol Spectrum Disorders (FASD) (EJ810044)
Author(s):
Thorne, John C.; Coggins, Truman
Source:
International Journal of Language & Communication Disorders, v43 n5 p570-594 Sep 2008
Pub Date:
2008-09-00
Pub Type(s):
Journal Articles; Reports - Research
Peer-Reviewed:
Yes
Descriptors: Fetal Alcohol Syndrome; Children; Diagnostic Tests; Speech Communication; Predictive Validity; Interrater Reliability; Feasibility Studies; Discourse Analysis; Language Impairments; Comparative Analysis
Abstract: Background: Foetal Alcohol Spectrum Disorders (FASD) include the range of disabilities that occur in children exposed to alcohol during pregnancy, with Foetal Alcohol Syndrome (FAS) on the severe end of the spectrum. Clinical research has documented a range of cognitive, social, and communication deficits in FASD and it indicates the need for diagnostic tools that can identify children with diminished communicative capacities resulting from prenatal alcohol exposure. Previous research indicates that analysis of nominal reference errors within narrative discourse may provide such a tool. Aims: To demonstrate the potential diagnostic utility of a new tool for tallying nominal reference errors in the oral narratives of school-aged children with FASD by presenting quantitative measurement data that address interrater agreement and predictive accuracy. Methods & Procedures: Retrospective analysis was conducted on spontaneously produced oral narratives from 32 school-aged children (8;5-11;7) with a range of socio-economic and ethnic profiles. Sixteen of the children had been previously diagnosis with an FASD, including five with full or partial FAS (pFAS). The remaining 16 children were considered typically developing (TD). A range of methods for calculating the rate of nominal reference errors (rNRE) were used to predict which narratives were produced by children from each group. Accuracy (sensitivity and specificity) for two predictions (FASD versus TD, and FAS/pFAS versus all others) was quantified using receiver-operating characteristic curve analyses. Pairwise statistical comparisons were made between methods to determine which had the most diagnostic potential. Outcomes & Results: The proposed system for calculating the rNRE was highly accurate at predicting which narratives were produced by children with FASD (versus TD, 88% overall accuracy), and which were produced by children with FAS/pFAS (versus all others, 97% overall accuracy), and outperformed all other methods tested. Agreement on coding decisions between independent judges was high (kappa = 0.90). Conclusions: The strong predictive accuracy demonstrated in this study provides empirical evidence that the system proposed in this feasibility study has sufficient sensitivity and diagnostic utility to warrant further development for use with children suspected of prenatal alcohol exposure. It also points to the potential for the tool to be used with other clinical populations that, even in the absence of a confirmed alcohol exposure, share many of the communication challenges of this complex clinical population. (Contains 1 note, 6 tables, and 9 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Monsters, Monkeys, & Mandalas: Art Therapy with Children Experiencing the Effects of Trauma and Fetal Alcohol Spectrum Disorder (FASD) (EJ797303)
Gerteisen, June
Art Therapy: Journal of the American Art Therapy Association, v25 n2 p90-93 2008
2008-00-00
Journal Articles; Reports - Descriptive
Descriptors: Child Abuse; Fetal Alcohol Syndrome; Pregnancy; Art Therapy; Children; Alcohol Abuse; Symptoms (Individual Disorders); Intelligence Quotient; Reading Ability; Adjustment (to Environment); Counseling Techniques; Case Studies
Abstract: Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term that describes the range of effects associated with the diagnoses of Fetal Alcohol Effects (FAE) and Fetal Alcohol Syndrome (FAS). FASD itself is not a diagnosis, but rather encompasses a wide range of symptomatic behaviors that occur in an individual whose mother drank alcohol during pregnancy. The symptomatic behaviors related to FASD are a lower IQ; an impaired ability in reading, spelling, and arithmetic; and a lower level of adaptive functioning. This paper explores the use of art therapy in a residential treatment center with children experiencing both child abuse trauma and some form of FASD. It further explores how art therapy may be an effective means of treating the symptoms of this population. There is not much written on art therapy with children who have experienced trauma from child abuse or neglect along with a form of FASD. The author writes this viewpoint not only as a way to share her personal experience as a newcomer to the field of art therapy, but also as a way to reach out to other art therapists who have had similar experiences. This paper focuses on Tommy, who participated in the 9-week art therapy group the author has facilitated. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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3. The Effect of Rehearsal Training on Working Memory Span of Children with Fetal Alcohol Spectrum Disorder (EJ788624)
Loomes, Carly; Rasmussen, Carmen; Pei, Jacqueline; Manji, Shazeen; Andrew, Gail
Research in Developmental Disabilities: A Multidisciplinary Journal, v29 n2 p113-124 Mar-Apr 2008
Descriptors: Experimental Groups; Control Groups; Pretests Posttests; Fetal Alcohol Syndrome; Memory; Instructional Effectiveness; Verbal Stimuli; Numbers
Abstract: A key area of weakness in individuals with fetal alcohol spectrum disorder (FASD) is working memory, thus the goal of this study was to determine whether teaching children (aged 4-11) with FASD verbal rehearsal would increase their memory. Rehearsal training has been effective in other populations with working memory difficulties, so we hypothesized that children with FASD would also benefit from rehearsal training. Children were divided into an Experimental group, who received rehearsal training and a Control group, who did not receive training. All children were tested on digit span tasks over three sessions: a pretest (baseline) and then post-test 1 and post-test 2 (where only the Experimental group received rehearsal training). The Experimental group showed a significant increase in performance across session but the Control group did not. Children in the Experimental group performed significantly higher than the Control group on post-test 2 but not on the pretest or post-test 1. More children in the Experimental group showed behavioral evidence and self-report of rehearsal after training. Rehearsal training was successful at increasing the memory for numbers among children with FASD and may help to ameliorate working memory difficulties in FASD, ultimately supporting academic and developmental growth of children with FASD. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
4. Sensory Processing Disorder in a Primate Model: Evidence from a Longitudinal Study of Prenatal Alcohol and Prenatal Stress Effects (EJ784705)
Schneider, Mary L.; Moore, Colleen F.; Gajewski, Lisa L.; Larson, Julie A.; Roberts, Andrew D.; Converse, Alexander K.; DeJesus, Onofre T.
Child Development, v79 n1 p100-113 Jan-Feb 2008
Journal Articles; Reports - Evaluative
Descriptors: Stimuli; Stimulation; Developmental Disabilities; Fetal Alcohol Syndrome; Sensory Integration; Animals; Prenatal Influences; Control Groups; Biochemistry; Diagnostic Tests; Tactual Perception; Withdrawal (Psychology)
Abstract: Disrupted sensory processing, characterized by over- or underresponsiveness to environmental stimuli, has been reported in children with a variety of developmental disabilities. This study examined the effects of prenatal stress and moderate-level prenatal alcohol exposure on tactile sensitivity and its relationship to striatal dopamine system function in thirty-eight 5- to 7-year-old rhesus monkeys. The monkeys were from four experimental conditions: (a) prenatal alcohol exposed, (b) prenatal stress, (c) prenatal alcohol exposed + prenatal stress, and (d) sucrose controls. Increased D2 receptor binding in the striatum, evaluated using positron emission tomography neuroimaging, was related to increased withdrawal (aversion) responses to repetitive tactile stimuli and reduced habituation across trials. Moreover, prenatal stress significantly increased overall withdrawal responses to repetitive tactile stimulation compared to no prenatal stress. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
5. Finding Ways to Teach to Students with FASD: A Research Study (EJ814375)
Edmonds, Kelly; Crichton, Susan
International Journal of Special Education, v23 n1 p54-73 2008
Descriptors: Feedback (Response); Student Attitudes; Learning Disabilities; Literature Reviews; Foreign Countries; Fetal Alcohol Syndrome; Youth Programs; Case Studies; Lesson Plans
Abstract: This study examines a unique educational program designed for youth with Fetal Alcohol Spectrum Disorder [FASD] in Alberta, Canada. Care was taken to include the participants' voice in this case study resulting in key insights and strategies for working with youth and/or students struggling with FASD. Using observation notes, survey and interview responses, and literature reviews, participants' perceptions were used as a lens to describe characteristics, experiences and learning needs of this population. Studying their ability and how these participants struggled unfolded specific needs in the program. Additionally, in exploring the impact of the program on the participants' learning, growth and progress, key strategies for teaching and learning were revealed. The appendix offers sample lesson plans and resources as used in this educational program. As a whole, this qualitative study offers those working in the field of FASD and learning disabilities insights and strategies from the perspective and feedback of the participants. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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6. Fetal Substance Exposure and Cumulative Environmental Risk in an African American Cohort (EJ818709)
Yumoto, Chie; Jacobson, Sandra W.; Jacobson, Joseph L.
Child Development, v79 n6 p1761-1776 Nov-Dec 2008
Descriptors: African American Children; At Risk Persons; Risk; Prenatal Influences; Models; Drinking; Drug Abuse; Fetal Alcohol Syndrome; Behavior Problems; Cognitive Ability; Environmental Influences; Delinquency
Abstract: Two models of vulnerability to socioenvironmental risk were examined in 337 African American children (M = 7.8 years) recruited to overrepresent prenatal alcohol or cocaine exposure: The cumulative risk model predicted synergistic effects from exposure to multiple risk factors, and the fetal patterning of disease model predicted that prenatal insult will increase vulnerability to environmental risk. Four or more risks emerged as a threshold for poorer cognitive and behavioral outcome among the non-substance-exposed children, whereas substance-exposed children showed greater vulnerability to lower levels of environmental risk. Cumulative risk was associated with increased delinquent and internalizing behaviors only for the substance-exposed group. Results support the cumulative risk model for non-substance-exposed children and increased vulnerability to environmental risk among the substance-exposed group. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Impact. Volume 21, Number 1, Summer-Fall 2008 (ED503808)
Gaylord, Vicki, Ed.
Institute on Community Integration
Collected Works - Serial
N/A
Descriptors: Employment; Mentors; Females; Fetal Alcohol Syndrome; Disabilities; Career Development; Employed Women; Equal Opportunities (Jobs); Expectation; Social Attitudes; Role Models; Psychological Patterns; Personal Narratives; Rural Areas; Severe Disabilities; Minority Groups; Job Training; Job Skills; Postsecondary Education; Transitional Programs; Parent Responsibility; Artists; Philosophy; Sciences; Poverty; Employment Level; Racial Differences; Supported Employment; Access to Education; Vocational Rehabilitation; Career Choice
Abstract: This issue of "Impact" focuses on employment and women with disabilities. An editorial introduction notes that work is important to women with disabilities for numerous reasons. Among them are feeling successful and important, earning money, being independent, having a reason to get up in the morning, making a meaningful difference in the lives of others, learning new things, following a sense of calling, and achieving goals. At the same time, it is also true that fewer women with disabilities participate in the workforce than men with disabilities or women without disabilities. All the reasons for this difference are not entirely clear. One of the things we do know is that the expectations that people have of women with disabilities play a role in their participation in the workforce. We also know that awareness of a range of employment strategies and options on the part of professionals opens up possibilities that may otherwise be overlooked. And we know that having role models and mentors makes all the difference in the world for girls and women with disabilities as they think about what they want to do with their adult lives. Because having meaningful, valued work is such an important part of life, it is hoped that this issue of "Impact" will encourage readers to hold an expansive vision of what's possible for women with disabilities in the employment arena, and to offer strategies, resources, and inspiration to realize that vision. Articles include: (1) "Get It in Your Head": My Grandmother's Advice Was Right (Carol Ely); (2) What Work Means to Me: Some Thoughts from Women with Disabilities; (3) What Do We Know, and Not Know about Women with Disabilities in the Workforce? (Bonnie O'Day and Susan Foley); (4) Becoming the Ones We've Been Waiting For: A Story of Work, Community, and Change (Kathy Martinez); (5) Role Models, Mentors, and Muses for Women with Disabilities (Harilyn Rousso); (6) Lissie's Luv Yums: Fighting Fetal Alcohol Syndrome (Melissa Clark with Sr. Johnelle Howanach); (7) Strengthening Employment Outcomes for Rural Women with Disabilities (Martha Carstensen); (8) Thinking outside the Box: Competitive Employment for Women with Severe Disabilities (Wendy Parent); (9) Employment Disparities for Minority Women with Disabilities (Diane L. Smith and Reginald J. Alston); (10) Transition Years: An Examination of Outcomes for Girls (Fabricio E. Balcazar); (11) Preparing Our Daughter for Successful Work: The Experience of a Mom Who's Been There (Sheryl Evelo); (12) Why Is Transition Planning Different for Girls? Five Key Reasons (Jennifer Hogansen, Eleanor Gil-Kashiwabara, Sarah Geenen, Laurie Powers, and Kristin Powers); (13) Postsecondary Education for Women with Disabilities: What Families Should Know (Christine D. Bremer); (14) How I Became a Successful Artist (Kathy Donahue with assistance of Dan Reed); (15) Keep Off Your Feet, But Keep Your Head: A Story of Disability, Theology and Work (Nancy Eiesland); (16) My "Crooked" Path to Science (Laureen Summers); and (17) Career Development: Improving Options and Opportunities for Women with Disabilities (Lauren Lindstrom). (Individual articles contain references.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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8. Adaptation of the Children's Friendship Training Program for Children with Fetal Alcohol Spectrum Disorders (EJ783494)
Laugeson, Elizabeth A.; Paley, Blair; Schonfeld, Amy M.; Carpenter, Erika M.; Frankel, Fred; O'Connor, Mary J.
Child & Family Behavior Therapy, v29 n3 p57-69 Jul 2007
2007-07-23
Descriptors: Intervention; Developmental Disabilities; Behavior Disorders; Friendship; Fetal Alcohol Syndrome; Interpersonal Competence; Outcomes of Treatment
Abstract: Previous research attests to the marked impairments in social functioning exhibited by children with Fetal Alcohol Spectrum Disorders (FASD), suggesting that such children are in need of social skills intervention. Recently, an existing evidence-based manualized behavioral treatment for improving children's friendships was implemented and demonstrated to be effective with children aged 6-12, diagnosed with FASD. In the present report, we describe methods for adapting this behavioral intervention in line with the specific cognitive and behavioral deficits seen in children with FASD and other developmental disabilities to enhance treatment efficacy. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
9. Fetal Alcohol Syndrome and the Developing Socio-Emotional Brain (EJ775499)
Niccols, Alison
Brain and Cognition, v65 n1 p135-142 Oct 2007
2007-10-00
Information Analyses; Journal Articles; Reports - Descriptive
Descriptors: Behavior Problems; Mental Retardation; Hyperactivity; Brain; Fetal Alcohol Syndrome; Neurological Impairments; Social Development; Emotional Development; Infants; Prenatal Influences; Alcohol Abuse
Abstract: Fetal alcohol syndrome (FAS) is currently recognized as the most common known cause of mental retardation, affecting from 1 to 7 per 1000 live-born infants. Individuals with FAS suffer from changes in brain structure, cognitive impairments, and behavior problems. Researchers investigating neuropsychological functioning have identified deficits in learning, memory, executive functioning, hyperactivity, impulsivity, and poor communication and social skills in individuals with FAS and fetal alcohol effects (FAE). Investigators using autopsy and brain imaging methods have identified microcephaly and structural abnormalities in various regions of the brain (including the basal ganglia, corpus callosum, cerebellum, and hippocampus) that may account for the neuropsychological deficits. Results of studies using newer brain imaging and analytic techniques have indicated specific alterations (i.e., displacements in the corpus callosum, increased gray matter density in the perisylvian regions, altered gray matter asymmetry, and disproportionate reductions in the frontal lobes) in the brains of individuals prenatally exposed to alcohol, and their relations with brain function. Future research, including using animal models, could help inform our knowledge of brain-behavior relations in the context of prenatal alcohol exposure, and assist with early identification and intervention. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
10. Re-Examining the Core Features of Autism: A Comparison of Autism Spectrum Disorder and Fetal Alcohol Spectrum Disorder (EJ813485)
Bishop, Somer; Gahagan, Sheila; Lord, Catherine
Journal of Child Psychology and Psychiatry, v48 n11 p1111-1121 Nov 2007
2007-11-00
Descriptors: Nonverbal Communication; Autism; Interpersonal Relationship; Pervasive Developmental Disorders; Fetal Alcohol Syndrome; Comparative Analysis; Measures (Individuals); Behavior Problems; Interpersonal Competence
Abstract: Background: Autism spectrum disorder (ASD) and fetal alcohol spectrum disorder (FASD) are both characterized by social difficulties, but overall clinical descriptions of the two disorders are different. Method: Twenty-nine children with autism and 33 children with pervasive developmental disorder-not otherwise specified (PDD-NOS) were compared to 29 children with FASD of equivalent age and full-scale IQ. To isolate social deficits that are most unique to ASD, all participants were administered the Autism Diagnostic Observation Schedule (ADOS). Parents of the children completed the Autism Diagnostic Interview-Revised (ADI-R). Results: Difficulties in initiating social interaction, sharing affect, and using nonverbal communication were common in children with ASD but rare in children with FASD. Socially inappropriate behaviors and difficulty with peers were common in both groups. Conclusions: These findings suggest that whereas propensity for social interaction appears to be a differentiating factor between children with ASD and those with non-spectrum disorders, impaired quality of social interaction may be less diagnostically discriminative. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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