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F etal A lcohol S yndrome (FAS)

F etal A lcohol S yndrome (FAS). Presentation by Teighan Kyle and Claire Hurley . What is FAS. Neurodevelopment disorder that effects: Corpus Callosum: transfers from left to right side of the brain Hippocampus: Memory Cerebellum: coordination and movement

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F etal A lcohol S yndrome (FAS)

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  1. FetalAlcohol Syndrome(FAS) Presentation by Teighan Kyle and Claire Hurley.

  2. What is FAS Neurodevelopment disorder that effects: • Corpus Callosum: transfers from left to right side of the brain • Hippocampus: Memory • Cerebellum: coordination and movement • Basal ganglia: ability to switch from mood to mood and behaviour • Frontal lobe: impulse and judgment

  3. Signs and characteristics

  4. Different types • FAS: Fetal Alcohol Syndrome • FAE: Fetal Alcohol Effects or partial FAS • ARND: Alcohol related neurodevelopment disorder • ARBD: Alcohol Related Birth Defects

  5. Impact on child • Poor impulse control • Difficulty focusing • Poor memory and information processing • Forget new tasks quickly • Inappropriate sexual behaviour • Trouble seeing other peoples perspectives • Emotional immaturity

  6. Impacts on parents • Close supervision at all times • Behaviour problems • Attachment issues • Alcohol abuse • Judgement from others • Strict routines • Use same language at all times

  7. Impacts on learning • Input of information • Integration of processing and interpreting content • Memory • Trouble forming sequences • Retaining information • Gross and fine motor skill issues

  8. Stats • FAS can be seen in any socioeconomic status • Is the leading mental defect disorder • South Africa 40 out of 1000 children are born with FAS • France and Germany 1 in 330, Sweden 1 in 600 • USA 1 in a 1000 • Australia 0.18 in 1000, however aboriginal communities have 1 in 170

  9. The practical implications The four steps • Collect information • Make a plan • Evaluate the plan • Make a referral

  10. Strategies and adaptations for teachers in the classroom • Environment • Lay out • Teacher • Inclusion • Small lesson sections • Practical involvement • Routine • Adapt to whole school

  11. Behaviour strategies as a whole • Limits and rules • Pre established consequences • Non varying rules and expectations • ILP’s • Extrinsic rewards • Praise • Positive reinforcement • Parent/teacher communication

  12. Issues raised • Whole school awareness of Alcohol use • Having support for transition from class to class • Whole school meetings regarding management • Buddy systems • Uncluttered, structured classrooms with clear rules

  13. Children with FAS Pictured right is the brain of a child with FAS at 6 weeks of age.

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