Class 5 (Fasd Ppt)
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1. Fetal Alcohol Spectrum Disorder (FASD) refers to a group of conditions that can occur in individuals whose mothers drank alcohol during pregnancy. It is not caused by poverty, race, or a person's moral character. 2. FASD affects 2-5% of school-aged children in North America and Europe. It impacts people from all backgrounds. 3. People with FASD can experience growth problems, facial abnormalities, brain damage, and confirmed prenatal alcohol exposure. They may have issues with cognition, adaptation, executive function, memory, communication, attention, and achievement.
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- Assess reading, writing, and spelling skills. Struggles that don't match the child's intelligence and can't be explained by other factors may signal dyslexia.
- Look for issues with rhyming, left-right confusion, or letter reversals which are common dyslexia signs.
- In the classroom, use multisensory techniques that incorporate hearing, seeing, and movement. Break words into syllables
FASD
This document provides information about Fetal Alcohol Spectrum Disorders (FASD) and strategies for working with students who have academic or behavioral issues related to FASD. It begins with discussing common misconceptions about FASD and establishes that it is a lifelong brain disorder caused by prenatal alcohol exposure. The document then outlines several barriers to learning and behavior that students with FASD may experience, such as difficulties with memory, abstract concepts, and following multiple directions. It suggests evidence-based strategies and tools to address each barrier, such as breaking tasks into single steps, using visual supports, and providing structured routines and environments. Technology tools are also recommended to help with organization. Overall, the strategies emphasize simplifying environments,
Speech Therapy Considerations with Angelman Syndrome
This document provides information about Angelman syndrome, including what it is, its symptoms, diagnosis, and characteristics. Angelman syndrome is a rare genetic disorder occurring in about 1 in 15,000 births that is often misdiagnosed as cerebral palsy or autism due to lack of awareness. It causes developmental delays, lack of speech, seizures, and walking/balance issues. A blood test can diagnose around 80-85% of individuals by identifying issues with the UBE3A gene. Consistent characteristics include developmental delay, lack of speech, movement disorders, and a happy demeanor.
Concise Approach to Psychology & Limbic System
In this brief presentation, we are going to view the aspects of integrative functions & their associated parts in the brain & ANS, also some effects of stroke on patients regarding the post-psychosocial aspect, & other interesting matters to view at the end of the presentation, please view the presenter's notes since they contain more info & some links relevant to our topic
Southern Region Police
The document discusses strategies for working with youth offenders who exhibit disruptive behaviors. It notes that many youth offenders struggle in the education system due to learning difficulties or feeling unsure of societal expectations. Disruptive behaviors can arise from a combination of neurological, cognitive, social and environmental factors. The document outlines a "rage cycle" model and provides strategies for each stage, including the rumbling, eruption and recovery stages. It emphasizes the importance of building trusting relationships with youth, focusing on their strengths, and reducing stress through a supportive environment.
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The document discusses attention deficit hyperactivity disorder (ADHD), including:
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2. It discusses the neurological basis of ADHD and how stimulant medications like Ritalin work to improve symptoms by affecting neurotransmitters in the brain.
3. It outlines challenges children with ADHD face and emphasizes the importance of a multimodal treatment approach including medication, behavioral management, and academic support.
Dyslexia assoc-pp
Alistair J. Howitt-Marshall is an educational and developmental psychologist with extensive experience working in special needs education, offender rehabilitation, and private practice. He has a background in psychology, sociology, and educational psychology. He discusses dyslexia, including definitions, diagnostic criteria, cognitive characteristics, behavioral issues, screening tools, and rights under the Disability Standards for Education.
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Fasd assessment
This document provides an overview of assessing Fetal Alcohol Spectrum Disorder (FASD) and Complex Developmental Behavioural Conditions (CDBC) through Interior Health's Children's Assessment Network (IHCAN). IHCAN uses an interdisciplinary team approach to assess children ages 0-19 who have been referred due to concerns of prenatal alcohol exposure and impairments in multiple domains of functioning. The assessment involves evaluating the child across nine neurobehavioral domains to determine if they meet the criteria for a FASD diagnosis or other condition according to Canadian diagnostic guidelines.
Astley re kelly study
Susan Astley responds to a study that concluded light prenatal alcohol exposure of 1-2 drinks per week does not increase risks of cognitive and behavioral deficits in children aged 0-3. She provides statistics from her clinic showing the percentage of children with fetal alcohol spectrum disorder diagnoses showing severe central nervous system impairment increases dramatically with age. Even children with full fetal alcohol syndrome can appear normal under age 3, but many experience severe dysfunction later. She argues the long-term effects of even light prenatal alcohol exposure on brain development in young children remain unclear.
From astley correspondence2
A study examined 160 children and ranked their central nervous system functioning on a scale of 1 to 3, with 1 being normal functioning. For children ranked 1, 70% had no diagnosis of fetal alcohol spectrum disorder, while that percentage decreased significantly as the CNS ranking increased, with all children ranked 15-19 receiving a diagnosis. The document questions how children with a CNS ranking of 1 could merit a diagnosis of fetal alcohol spectrum disorder.
Ir kw contacts updated august 2010
This document provides contact information for key workers and parent support services related to Fetal Alcohol Spectrum Disorder (FASD) and Child and Youth with Special Needs (CCY) in different regions across British Columbia's Interior region, revised in August 2010. It lists the organization, address, phone number and names/contact information for key workers and parent supports in Kamloops, Merritt, Kelowna, Penticton, Vernon, Salmon Arm, Revelstoke, East Kootenay, West Kootenay Boundary, 100 Mile House, Williams Lake, and provides contact information for the regional coordinator.
Ir kw contacts updated august 2010
This document provides contact information for key workers and parent support services related to Fetal Alcohol Spectrum Disorder (FASD) and Child and Youth with Special Needs (CCY) in different regions of British Columbia's Interior region, revised in August 2010. It lists the organization, address, phone number and names/contact information for key workers and parent supports in Kamloops, Merritt, Kelowna, Penticton, Vernon, Salmon Arm, Revelstoke, East Kootenay, West Kootenay Boundary, 100 Mile House, Williams Lake, and provides contact information for the regional coordinator.
Science
- Science establishes cause and effect through a process of testing and peer review, but is not perfect and can still reach incorrect conclusions with incomplete information.
- A patient in Beijing incorrectly chose antibiotics over traditional Chinese medicine to treat a likely viral infection, showing how skeptical scientific minds can still get it wrong.
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This document discusses neuroscience and education. It explores how knowledge of brain development and functioning can inform educational practice. Some key points:
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Course Outline
This course outline provides information for an educational studies course titled "Supporting Students with Special Needs: Meaningful Consultation and Collaboration". The course will take place from August 16-20, location Art 183, and is intended for teachers to better communicate with parents, caregivers, and other professionals to support students with special learning needs. Over the course of the week, participants will examine ways to meaningfully involve and consult with parents, learn about relevant policies and legal decisions, and practice skills for collaborating with other professionals through activities like role-playing. The course will be graded on a pass/fail basis based on attendance, participation, three reaction papers, and a final in-class activity involving role-playing a consultation scenario
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The document outlines British Columbia's strategy to improve services for children and youth with special needs. It establishes a vision of optimal development, health and well-being for these children and youth. The mission is to deliver accessible, high-quality services through an integrated approach. Three main goals are identified: improved access to the right services at the right time, effective services that are high-quality and evaluated well, and more coherent systems with improved integration and coordination across sectors. The framework is intended to guide collaborative work between health, education, and social services to create a continuum of quality support.
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This case involves Darren Hewko, a 9-year-old boy with autism, and whether the Abbotsford School District and the Province of British Columbia fulfilled their statutory duties to provide him with an education. Darren received ABA therapy at home but struggled in kindergarten without similar support. While the school recommended placing him in a special education classroom for grade 1, his parents wanted his home therapist or a trained aide to accompany him. Unable to agree on Darren's placement and support, his parents removed him from public school and are now suing the district and province for discrimination and failing to meet their duties.
Getting to Yes, Chapter 1
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The document discusses guidelines for meaningful consultation between schools and parents regarding students' education. It defines meaningful consultation as an ongoing, two-way dialogue that seeks input from parents prior to decision making and includes parents in planning. Key elements include mutual respect between all parties, participation as equal partners, and addressing disagreements through open discussion. The goal is for parents to feel heard and for their experiences and ideas to influence decisions.
Science Research
The document discusses the importance of using scientifically-based research in education. It explains that true understandings require seeking information from scientific evidence, not just logic or opinions. It then provides guidelines for teachers to evaluate educational research claims, including whether the research was peer-reviewed, the results were replicated, and a scientific consensus was reached. Finally, it notes that scientific investigation proceeds through stages, and teachers should use the appropriate type of data at each stage, such as case studies to generate hypotheses but not determine cause-and-effect relationships.
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Maurice is an 8-year-old gifted student who attends a regular third grade class. He dislikes school and finds the work too easy. Psychological testing showed his verbal abilities are extremely high, but he struggles with visual-motor skills. His teacher wants him to show better behavior and penmanship before moving to a gifted program, but Maurice finds this unfair.
Fred's IEP
This document is an Individual Education Plan (IEP) for a 13-year-old student named Fred Brown. [1] It outlines Fred's academic strengths and needs, medical history including a diagnosis of Fetal Alcohol Spectrum Disorder, and behavioral issues including physical assaults of other students. [2] The IEP goals for the coming school year are to successfully integrate Fred into the school environment, show academic progress, and develop peer relations through participating in a lunch group and playing basketball. [3]
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The document discusses challenges faced by two students, Donald and Evelyn, who have visual and hearing impairments. Donald, age 9, has limited vision in one eye from childhood illness and struggles in school with reading small text, math, sports, and fatigue. Evelyn, age 12, lost her hearing at age 8 but remains determined to pursue a career in music against advice. The document provides guidance on supporting students with visual and hearing impairments.
Class 6 (Behaviour And Mh)
Gwen is a 6th grade student who has been experiencing depression and anxiety. Her marks and behavior have declined, and she has become isolated from her peers and lost interest in activities. She left a sleepover unexpectedly and kicked her dog upon returning home. It is assumed she has a diagnosis of clinical depression. Her IEP goals would focus on collaboration with healthcare professionals, adapting her academic demands, monitoring any medication side effects, encouraging exercise, and reducing anxiety triggers at school. Behavioral strategies aim to understand the function of behaviors rather than suppress them, and physical intervention is only used if someone's safety is at risk.
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This document summarizes the story of Elias, a 9-year-old boy diagnosed with autism. It describes his early development and behaviors indicative of autism like lack of speech, stimming, and difficulty with social interactions. It then outlines his family situation and support services received, including ABA therapy and an aide in school. Finally, it provides background on autism spectrum disorders and strategies for supporting those on the spectrum.
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Class 5 (Fasd Ppt)
- 1. EPSE 317 Fetal Alcohol Spectrum Disorder (FASD)
- 6. Fetal Alcohol Spectrum Disorder (FASD) Fetal Alcohol Syndrome (FAS) Alcohol-related Birth Defects (ARBD) Partial Fetal Alcohol Syndrome(PFAS) Alcohol-related Neurodevelopmental Disorder (ARND) (Also called Static Encephalopathy, Alcohol Exposed)
- 11. Facial characteristics Government of British Columbia, Ministry of Education, Special Programs Branch (1996) Teaching Students with Fetal Alcohol Syndrome/Effects: A Resource Guide for Teachers
- 14. Alcohol exposure and the brain From Clarren, 1978
- 15. Corpus callosum abnormalities Mattson, et al., 1994; Mattson & Riley, 1995; Riley et al., 1995
- 33. Some Effects of Brain and Central Nervous System Damage (mostly) … and some hints about what to do about them
- 49. Visual Timer
Editor's Notes
- Talk about the Italian study, here Nevertheless, the rates of FASD identified in Italy have been higher than were predicted by the scant literature on FAS in Italy [May et al., 2006a,b] and other mainstream Western European populations. The proportion of PFAS cases far exceeds those of FAS in Italy. The rates of FAS reported from the Italian studies ranged from 3.7 to 9.2 per 1,000, PFAS from 15.7 to 43.8 per 1,000, and the prevalence of total FASD is estimated as 2-- 5.5% in the first grade children.
- A little about the Spectrum idea, here
- Note that other areas of growth can be affected; Cardiac Genitourinary Bone structure Dentition And recently, immune system
- epicanthic fold , epicanthal fold , or epicanthus is a skin fold of the upper eyelid , from the nasal bone to the inferior side of the eyebrow , covering the inner corner ( medial canthus ) of the eye . It is a normal trait for a large percentage of humans . This lower fold of the upper eyelid gives the eyes of some East Asians an appearance which seems relatively narrower and almond -like in comparison to most persons of Western (Caucasian) and Sub-Saharan African descent, whose eyes seem wider due to a higher upper eyelid fold. The term "epicanthic fold" refers to a visually categorized feature of the eyelid; however, there are different underlying explanations of the causes. For instance, one theory is based on the fact that the fold is almost always associated with absent to near-absent brow ridges and vice versa , thus causing some to posit that the absent brow ridge is responsible for the occurence of the fold.
- This is “full fas” It only represents about 10% of the affected population. Facial markers usually fade with age and are uncommon among adults. Not as easy to recognise as it would seem: Story re guy who was stealing airplanes last October…
- Background One anomaly that has been seen in FAS is agenesis of the corpus callosum. While not common, it occurs in FAS cases (~6%) more frequently than in the general population (0.1%) or in the developmentally disabled population (2-3%). In fact it has been suggested that FAS may be the most common cause of agenesis of the corpus callosum. In the top left picture, is a control brain. The other images are from children with FAS. In the top middle the corpus callosum is present, but it is very thin at the posterior section of the brain. In the upper right the corpus callosum is essentially missing. The bottom two pictures are from a 9 year old girl with FAS. She has agenesis of the corpus callosum and the large dark area in the back of her brain above the cerebellum is a condition known as coprocephaly. It is essentially empty space. Most children with FAS do have a corpus callosum, although it may be reduced in size. The reduction in size occurs primarily in the front and rear portions (genu and splenium). One interesting item is that this same pattern of reduction in the genu and splenium has been found in ADHD children. The behavioral problems seen in FAS frequently are similar to those seen in ADHD. References Mattson, S. N., Jernigan, T. L., & Riley, E. P. (1994a). MRI and prenatal alcohol exposure. Alcohol Health & Research World, 18 (1), 49-52. Mattson, S. N., & Riley, E. P. (1995). Prenatal exposure to alcohol: What the images reveal. Alcohol Health & Research World, 19 (4), 273-277. Riley, E. P., Mattson, S. N., Sowell, E. R., Jernigan, T. L., Sobel, D. F., & Jones, K. L. (1995). Abnormalities of the corpus callosum in children prenatally exposed to alcohol. Alcoholism: Clinical and Experimental Research, 19 (5), 1198-1202.
- Low IQ protective factor—why?
- Linkage of cause & effect…
- 3:54
- 3:31
- Language disabilities often do not appear until child is out of primary grades. Masked by articulation disorders (craniofacial stuff) Masked by interpretations of behaviour. 3:31
- 5:08
- 3:02; 4:43
- Note that although response to stimulus may seem out of proportion, the distress is real.
- 2:12 on video Social implications
- Caution re “whole language” –inferring meaning can be a problem, generally teaching decoding seems to work better
- 7:27