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Article Provided by The ARC of Georgia
Fact
Sheet:
Fetal Alcohol Spectrum Disorder (FASD) describes a range of conditions
associated with prenatal alcohol exposure. There are three different
conditions in the spectrum, depending on which stage the heaviest
alcohol exposure occurs:
-
Fetal
Alcohol Syndrome (FAS) with some (but probably not all) of the
following physical characteristics:
-
Partial
Fetal Alcohol Syndrome (FAS) with fewer of the physical differences.
-
Alcohol-Related Neurodevelopmental Disorder (ARND) with little or no
physical characteristics.
Most
infants with FASD are irritable, have trouble eating and sleeping, are
sensitive to sensory stimulation, and have a strong startle reflex.
They may hyperextend their heads or limbs with hypertonia (too much
muscle tone) or hypotonia (too little muscle tone) or both. Some
infants may have heart defects or suffer anomalies of the ears, eyes,
liver, or joints.
Children with FASD may have growth problems and developmental delays
and some have cognitive disabilities, but most children with FASD have
IQ in the normal or above normal range.
The most serious characteristics of FASD are the invisible symptoms of
neurological damage. These symptoms persist into adulthood and may
include the following:
-
Attention
deficits
-
Memory
deficits
-
Hyperactivity
-
Difficulty
with abstract concepts
-
Inability
to manage money
-
Poor
problem solving skills
-
Difficulty learning from consequences
-
Immature
social behavior
-
Inappropriately friendly to strangers
-
Lack of
control over emotions
-
Poor
impulse control
-
Poor
judgment
Helpful
Information:
People with FASD may have complex medical needs associated with their
higher than average congenital anomalies. Infants are at risk for
central nervous system problems, including a weak suck and feeding and
sleeping difficulties as well as failure to thrive.
Educational Needs
Children with FASD have special educational needs. Even very young
infants can benefit from early stimulation programs to help with
intellectual and motor development. These programs are now widely
available, with some even offered at home by traveling therapists and
educators.
Preschoolers often have a range of developmental and language delays
as well as signs of hyperactivity, irritability, and distractibility.
Preschool programs which follow individualized educational plans are
helpful for the child as well as for the parents who gain valuable
respite time to regroup from the intense demands of these children.
Appropriate placement in special education classes beginning in
elementary school is often necessary for children with FASD. A small
classroom setting with clear guidelines and a great deal of individual
attention can maximize the intellectual capabilities of these
learners.
Some people with FASD reach an academic plateau in high school, and
they may be unable to hold a regular job. Nonetheless, all of these
students need to know basic life skills, including money management,
safety skills, interpersonal relating, and so forth. These tasks will
enrich their adult lives and allow them a degree of independence.
Wherever possible and appropriate, vocational training should be part
of the high school experience.
Family Needs
These children need a supportive, loving home environment with clear
guidelines and clear lines of communication in order to develop to
their fullest potential. When foster (or adoptive) placement is
necessary, the greatest progress is made by calm, low key individuals,
who are secure and comfortable with themselves and live stable and
predictable lives. Families who treat the FASD child as normally as
possible, combining loving acceptance with firm limit setting are
ideal.
Resources:
FAS Community
Resource Center
Seek Wellness
National
Organization on Fetal Alcohol Syndrome
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The impact of a
disability can always be lessened to some degree by early intervention. |
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