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Developing
Intervention Strategies for Children
Intervening with Children and/or Adolescents with Fetal Alcohol Syndrome or Alcohol-Related Neurodevelopmental Disorders
Prenatal alcohol exposure can result in
facial abnormalities, growth problems, and developmental and behavioral
problems, as well as other birth defects. Children with fetal alcohol
syndrome (FAS) or alcohol-related neurodevelopmental disorder (ARND) can
have serious lifelong disabilities. CDC-sponsored studies find that
children with FAS/ARND are at very high risk for developing secondary
conditions such as difficulties in school, trouble with the law,
substance abuse problems, and mental health problems. Currently,
interventions for children with FAS/ARND are often non-specific,
unsystematic, and/or lack scientific evaluation or validation.
Grantees are working together with CDC,
through a collaborative effort, to identify, develop, and evaluate
effective strategies for intervening with children with FAS/ARND and
their families. Through these interventions, researchers are trying to
help children with FAS/ARND develop to their full potential, prevent
secondary conditions, and provide education and support to caregivers
and families.
Funded Projects:
Marcus Institute—Atlanta, Georgia
This intervention focuses on Behavioral Regulation Training (BRT), as a
readiness-for-learning strategy, and math skills for improving
cognition. BRT teaches parents ways to modify the child’s environment to
reduce excess stimulation, use appropriate social reinforcement, and
communicate choices rather than commands. All children in the study
population diagnosed with FAS or ARND and their families participate in
the BRT and are taught self-awareness, decision-making, and
verbalization of situations and actions. In addition, intervention
participants receive individualized math skills training, a common area
of significant disability for children with FAS/ARND. The intervention
is designed for children aged 3 through 9 years.
University of Washington—Seattle, Washington
The purpose of this project is to explore two intervention models for
school-age children. One consists of an individualized, supportive,
behavioral consultation intervention for school-age children (aged 5
through 11 years) with FAS or ARND. Consultation includes FAS education,
emotional/practical support, teaching child management strategies
specific to children with FAS/ ARND, advocacy assistance, and school
consultation. The second intervention is a school-based social
communication intervention provided directly to children with FAS/ARND.
This intervention targets critical deficits in social communication and
peer relations and is designed to teach children (aged 8 through 12
years) how to use an interactive checklist to guide them through
resolution of peer conflicts. An intervention and a control group will
be compared using pre- and post-test measures, with post-tests occurring
at the conclusion of the intervention and at a 9 month follow-up.
University of Oklahoma Health Services Center – Oklahoma City, Oklahoma
This project uses Parent Child Interaction Therapy (PCIT) to intervene
with parents and their children (aged 2 through 7 years) who have been
diagnosed with FAS or ARND. The treatment group receives 90-minute group
sessions once a week for 14 weeks. Behavioral specialists conduct group
sessions with parents to teach them appropriate and effective behaviors
and interaction techniques. Parent-child interactions are observed and
individualized guidance is provided. The control group receives standard
referrals and services, along with participation in a parent support
group. Pre- and post-test comparisons will be made between groups at the
conclusion of the intervention and at 6,12, and 18 month follow-ups.
University of California—Los Angeles, California
This project focuses on parent-assisted social skills training, with
particular attention to development of best friend relationships.
Children (aged 6 through 8 years) receiving the intervention participate
in didactic training sessions, behavior rehearsal, and coaching to
reduce maladaptive behaviors and promote pro-social interaction skills.
Simultaneously, parents are taught about core deficits of FAS and ARND
and given the companion information to their children’s intervention. A
control group receives standard community care and both groups of
participants are re-evaluated at 4 months post-intervention.
Children’s Research Triangle—Chicago, Illinois
This intervention proposes to develop a program of neurocognitive
habilitation within a systematic intervention strategy for children with
prenatal alcohol exposure. The target population is children (aged 6
through 12 years) diagnosed with FAS or ARND, currently in the care of
the Illinois welfare system. Children and their families are randomized
into two groups. Children and families participating in the treatment
group receive 12 weeks of neurocognitive habilitation and psychotherapy
services along with family education and case management services.
Children and families participating in the control group will receive
the current standard of care through existing community and school-based
agencies. Pre- and post- measures will be analyzed for each group and
post-test follow-up will occur at 12 and 24 months.
Related Publications:
Frankel F, Paley B, Marquardt R, O'Connor M.
Stimulants, neuroleptics, and children's friendship training for
children with fetal alcohol spectrum disorders. Journal of Child and
Adolescent Psychopharmacology 2006;16(6):777-789. [Abstract]
Kable JA, Coles CD, Taddeo E. Socio-cognitive habilitation using the
math interactive learning experience program for alcohol-affected
children. Alcoholism: Clinical and Experimental Research
2007;31(8):1425-1434. [Abstract]
Laugeson EA, Paley B, Schonfeld A, Frankel F, Carpenter EM, O'Connor
M. Adaptation of the Children's Friendship Training Program for children
with fetal alcohol spectrum disorders. Child & Family Behavior
Therapy 2007;29:57-69.
O’Connor MJ, Frankel F, Paley B, Schonfeld AM,
Carpenter E, Laugeson EA, Marquardt R. A controlled social skills
training for children with fetal alcohol spectrum disorders. Journal
of Consulting and Clinical Psychology 2006;74(4):639-648. [Abstract]
O’Connor MJ, Paley B. The relationship of prenatal
alcohol exposure and the postnatal environment to child depressing
symptoms. Journal of Pediatric Psychology 2006;31(1):50-64. [Abstract]
Paley B, O'Connor MJ, Frankel F, Marquardt R.
Predictors of stress in parents of children with fetal alcohol spectrum
disorders. Developmental and Behavioral Pediatrics 2006;27(5):396-404. [Abstract]
Paley B, O’Connor MJ, Kogan N, Findlay R. Prenatal
alcohol exposure, child externalizing behavior, and maternal stress.
Parenting Science and Practice 2005;3(1):29-56.
Schonfeld AM, Paley B, Frankel F, O’Connor MJ.
Executive functioning predicts social skills following prenatal alcohol
exposure. Child Neuropsychology 2006;12(6):439-452. [Abstract]
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