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What is FASD?

 

Fetal alcohol spectrum disorders (FASD) is an umbrella term which describes a continuum of permanent birth defects caused by maternal consumption of alcohol during pregnancy. FASD is often termed an “invisible physical handicapping condition.” The effects of prenatal alcohol and other drug exposure on the developing brain are the most debilitating aspects of this condition. These effects are invisible. The only indicators of this physical disability are found in learning and other behavioural characteristics.

 

The following neurodevelopmental characteristics are commonly associated with FASD.

  • Memory problems

  • Difficulty storing and retrieving information

  • Inconsistent performance (“on” and “off”) days

  • Impulsivity, distractibility, disorganization

  • Ability to repeat instructions, but inability to put them into action (“talk the talk but don’t walk the walk”)

  • Difficulty with abstractions, such as math, money management, time concepts

  • Cognitive processing deficits (may think more slowly)

  • Slow auditory pace (may only understand every third word of normally paced conversation)

  • Developmental lags (may act younger than chronological age)

  • Inability to predict outcomes or understand consequences

Many people with FASD have strengths which mask their cognitive challenges.

  • Highly verbal

  • Bright in some areas

  • Artistic, musical, mechanical

  • Athletic

  • Friendly, outgoing, affectionate

  • Determined, persistent

  • Willing

  • Helpful

  • Generous

  • Good with younger children

 

A gap exists between the research on FASD, brain research, and behavioural literature. There is a vast body of medical literature on the physical characteristics of brain dysfunction, and an equally huge body of literature on behaviours. These two spheres have yet to merge. Bridging this gap and linking the idea of brain dysfunction with behaviours creates an alternative explanatory theoretical framework that shifts thinking from learning theory into a neurobehavioral paradigm for understanding the meaning of behaviours.

 

What Is A Neurobehavioral Disorder?

 

“Neurobehavioral” refers to the type of behavioral problems that are associated with brain disorders. It is a term frequently used to describe the serious behavioral problems often seen after traumatic brain injury. For example, explosive rage behavior, impulse control problems, mood swings, and poor judgment are neurobehavioral problems. We also use the term “Neuropsychiatric” to refer to the same behaviors. Both of these terms apply to developmental brain problems that are the result of fetal exposure to drugs or alcohol (e.g., fetal alcohol syndrome), or other early brain impairments such as anoxia at birth or shaken child syndrome. When these brain-impaired children become adolescents, they sometimes display the same neurobehavioral problems seen in traumatic brain injury cases, including violent temper and very poor impulse control. Unfortunately, traditional psychiatric treatment has been ineffective with these neurobehavioral disorders. The brain problem is a barrier to successful counseling, and typical psychiatric medicines are of limited benefit.

 

What is attachment disorder?

 

Attachment disorders are the psychological result of negative experiences with caregivers, usually since infancy, that disrupt the exclusive and unique relationship between children and their primary caregiver(s). Many children experience the loss of primary caregivers, either because they are physically separated from them or because the caregiver is incapable of providing adequate care. Removal from primary caregivers can cause serious problems by breaking primary attachments, even if alternate caregivers are competent.

Attachment disorders are now commonly divided into reactive attachment disorder (RAD) and disinhibited social engagement disorder (DSED). In RAD, the child does not initiate and respond to social interactions in a developmentally appropriate manner. RAD is a disorder of nonattachment and is related to loss of the primary attachment figure and lack of opportunity to establish a new attachment with a primary caregiver. A nonattachment disorder may also develop if the baby never had the opportunity to develop at least 1 attachment with a reliable caregiver who was continuously present in the baby’s life. In DSED, the child participates in diffuse attachments and exhibits indiscriminate sociability and excessive familiarity with strangers. The child has repeatedly lost attachment figures or has had multiple caregivers and has never had the chance to develop a continuous and consistent attachment to at least 1 caregiver. Disruption of successive attachment relationships causes the infant to renounce attachments altogether.

 

What is sensory processing disorder?

 

Sensory processing (sometimes called “sensory integration” or SI) is a term that refers to the way the nervous system receives messages from the senses and turns them into appropriate motor and behavioral responses. Whether you are biting into a hamburger, riding a bicycle, or reading a book, your successful completion of the activity requires processing sensation or “sensory integration.” Sensory Processing Disorder (SPD, formerly known as “sensory integration dysfunction”) is a condition that exists when sensory signals don’t get organized into appropriate responses. A person with SPD finds it difficult to process and act upon information received through the senses, which creates challenges in performing countless everyday tasks. Motor clumsiness, behavioral problems, anxiety, depression, school failure, and other impacts may result if the disorder is not treated effectively. Studies have shown that at least 1 in 20 children’s daily lives is affected by SPD.

 

What is complex trauma?

 

Complex trauma is a type of trauma that occurs repeatedly, cumulatively and even increases over time. In a family context, a conspicuous example of complex trauma is ongoing (physical or sexual) violence against family members. Complex trauma can also develop as the result of war, captivity, uprooting, refugeeness and human trafficking. Complex trauma can also be the result of a chronic illness that requires intensive and frequently painful medical intervention.

What is self regulation?

The term self-regulation (sometimes also called executive function) refers to the capacity to control one’s impulses, both to stop doing something, if needed (even if one wants to continue doing it) and to start doing something, if needed (even if one doesn’t want to do it). Self-regulation is not to be confused with obedience or compliance; when children are truly self-regulated they behave the same way whether or not an adult is watching. Research consistently shows that self-regulation skill is necessary for reliable emotional well-being. Behaviorally, self-regulation is the ability to act in your long-term best interest, consistent with your deepest values. (Violation of one’s deepest values causes guilt, shame, and anxiety, which undermine well-being.) Emotionally, self-regulation is the ability to calm yourself down when you’re upset and cheer yourself up when you’re down.

 

WHAT IS FASD AND OTHER FAQ's

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