Fetal Alcohol Syndrome (FAS)

Definition Fetal Alcohol Syndrome (FAS) occurs when children are exposed to alcohol during pregnancy. The central nervous system is damaged and can cause birth defects, learning difficulties, and mental retardation. Fetal Alcohol Spectrum Disorders cover the range of effects including physical, mental, behavioral, and learning disabilities that children affected by FAS can have.

Prevalence Reported incidence rate of fetal alcohol syndrome, by year of birth, from the Birth Defects Monitoring Program of the Centers for Disease Control and Prevention, In 2009, the prevalence of FAS in typical mixed-racial, and mixed-socioeconomic populations of the United States is estimated to be 2 to 7 per 1,000.

Identifying Characteristics A child with FAS may have abnormal facial features (small eyes) abnormal facial features (small eyes) growth deficiencies (small size for age) growth deficiencies (small size for age) poor coordination poor coordination speech/language delays speech/language delays learning disabilities learning disabilities

Behavioral Characteristics Students may struggle with learning, memory, attention span, communication, vision, and hearing. They may also have a problem getting along with others, be hyperactive (out of their seat, spinning) and have poor impulse control. Students with FAS often exhibit signs of stress and frustration: red face, clenching fists, rubbing eyes, breaking pencils or crayons, and refusal to do work. Students may struggle with learning, memory, attention span, communication, vision, and hearing. They may also have a problem getting along with others, be hyperactive (out of their seat, spinning) and have poor impulse control. Students with FAS often exhibit signs of stress and frustration: red face, clenching fists, rubbing eyes, breaking pencils or crayons, and refusal to do work.

Educational Characteristics Classroom Structure Use concrete learning methods. Abstract thinking is very difficult for students with FAS. Most children learn better from something they can see, feel or touch. Use concrete learning methods. Abstract thinking is very difficult for students with FAS. Most children learn better from something they can see, feel or touch. Be practical when teaching skills. For example, when teaching math, have students use a calculator or a digital watch for time. Be practical when teaching skills. For example, when teaching math, have students use a calculator or a digital watch for time. Use a timer to help set the boundaries Use a timer to help set the boundaries for activities. for activities. The student should sit near instruction. The student should sit near instruction. Table neighbors should be positive role models. Table neighbors should be positive role models. Limit visual and audio distractions. Limit visual and audio distractions.

Educational Characteristics Classroom Management Praise and positive comments are very important to students to help build their self- esteem. Catch them “being good!” The reward system works wonders, but the rewards need to be immediate, such as a sticker or positive recognition. Praise and positive comments are very important to students to help build their self- esteem. Catch them “being good!” The reward system works wonders, but the rewards need to be immediate, such as a sticker or positive recognition. Provide a quiet, relaxing area for students to calm down. Provide a quiet, relaxing area for students to calm down. Be consistent. Be consistent. Talk over any changes in the schedule ahead of time, as transitions are very difficult. Talk over any changes in the schedule ahead of time, as transitions are very difficult. Only one command or task should be given at a time. Only one command or task should be given at a time.

Educational Characteristics IEP Requirements Because children diagnosed with FAS vary greatly, an IEP could cover academics, behavior, speech and language, and/or occupational therapy. It is possible the student may not have an IEP at all. Because children diagnosed with FAS vary greatly, an IEP could cover academics, behavior, speech and language, and/or occupational therapy. It is possible the student may not have an IEP at all. The student should be placed in the least The student should be placed in the least restrictive environment. restrictive environment. Identify goals based on a comprehensive Identify goals based on a comprehensive assessment. assessment. Goals should draw on student’s strengths, Goals should draw on student’s strengths, as well as, areas of improvement. as well as, areas of improvement.

Educational Characteristics Strategies and Interventions When you give instructions, make sure students are giving you their attention. Use visual cues (or act out) and gestures in addition to oral instructions. With older students, have the instructions written down. When you give instructions, make sure students are giving you their attention. Use visual cues (or act out) and gestures in addition to oral instructions. With older students, have the instructions written down. Directions and expectations should be clear, quick, and simple. Sometimes having students repeat the instructions back to you can help. Directions and expectations should be clear, quick, and simple. Sometimes having students repeat the instructions back to you can help. For memory, singing or music help students with FAS to remember. Presenting information in clusters and sequences will also aid retention skills. Incorporating the different senses can strengthen learning. Tape recorders can be very useful. For memory, singing or music help students with FAS to remember. Presenting information in clusters and sequences will also aid retention skills. Incorporating the different senses can strengthen learning. Tape recorders can be very useful. Teachers can modify assignments for ability and be aware of frustration caused by lack of understanding. Teachers can modify assignments for ability and be aware of frustration caused by lack of understanding. Young children benefit from movement and physical activity while learning. Young children benefit from movement and physical activity while learning. *Visit these websites for a more detailed list of strategies to help students with Fetal Alcohol Syndrome and

Assessment of Progress Every day is different for a student with FAS. Don't be disappointed if what you teach students with FAS today is not remembered tomorrow. Every day is different for a student with FAS. Don't be disappointed if what you teach students with FAS today is not remembered tomorrow. Is the student achieving success in the classroom? Is the plan in place effective in supporting learning and behavior? Is the student achieving success in the classroom? Is the plan in place effective in supporting learning and behavior? Keep a record of what strategies, Keep a record of what strategies, modifications, and supports show modifications, and supports show success and which do not. success and which do not. Look at what time of day appears to be the most productive for the student, as well as, moods before assessing. Look at what time of day appears to be the most productive for the student, as well as, moods before assessing.

FAS Resources Coles, C. D., PhD (2005). Fetal Alcohol Syndrome and Educational Strategies. Emory Maternal Substance Abuse and Child Development. Retrieved November 20, Department of Health and Human Services (2006). Fetal Alcohol Spectrum Disorders. Centers for Disease Control and Prevention. Retrieved November 20, Pressley, M. and McCormick, C. B. (2007). Child and Adolescent Development for Educators. (pp. 48, 59, 256) New York: The Guilford Press i-GOOGLE-HEA&HBX_OU=50&HBX_PK=fetal_alcohol_syndrome 360i-GOOGLE-HEA&HBX_OU=50&HBX_PK=fetal_alcohol_syndrome Hallahan, D. P. (2006). Exceptional learners: Introduction to special education, 11 th Ed. San Francisco: Allyn and Bacon.