This course will provide an overview of Fetal Alcohol Spectrum Disorder, exploring causative theories and intervention approaches from a variety of theoretical perspectives. A strong emphasis will be placed on developmental principles and applied strategies for supporting the learning of children with Fetal Alcohol Spectrum Disorder across the age span, from infancy to young adulthood.
Hours: 45 (Lecture Hours: 45)
Criminal Record Check Schedule B works with “children” or works with “children and vulnerable adults." Admission to the Education Assistant Program or Human Services Advanced Professional Development Program.
- What is FASD? Overview, Prevalence, Characteristics
- The FASD Brain: Cause and Effect
- Attention Difficulties
- Language and Communication
- Sensory Processing
- Strategies to Support Needs
- Strategies for Supporting Behaviour
Learning Outcomes:By the end of this course, participants will have demonstrated the ability to:
- Work as part of a school and community based team to support children with Fetal Alcohol Spectrum Disorder
- Describe the skills needed to provide quality supports for students with FASD
- Explain the definition and causes of FASD. Understanding the effects of FASD on brain development, as well as a whole body diagnosis
- Discuss the etiology and neurobiology of FASD, working memory, sustaining attention, self-monitoring, inhibition and emotional regulation
- Develop knowledge of practical strategies for helping students with FASD learn
- Identify and understand the developmental and behavioural characteristics of individuals with ASD across the age span, from infant to young adults
- Outline the key elements of appropriate interventions for individuals with FASD, including early intervention, play-based environments and communication and social skills interventions, and K-12 school aged intervention
- Describe the range of appropriate supports for individuals with FASD in the areas of Trauma Informed Practice, Executive Functions, Transitions, Communication, Visually Supported Environments, Positive Reinforcement, and Self-Regulation
- Demonstrate specific strategies for trauma informed FASD lens
- Appreciate that data collection is important to identify the baseline level of problem behaviour or a target skill, and determine the impact of an intervention. Demonstrate the ability to observe and analyze events. Participants will be expected to objectively define behaviour, determine relevant setting events, antecedents, and consequences, and identify the function of the behaviour.
Grading System: Letter Grades
Passing Grade: C (60%)
Textbooks are subject to change. Please contact the bookstore at your local campus for current book lists.