REGISTRATION IS REQUIRED
Fetal Alcohol Spectrum Disorder Group of Ottawa and Adopt4Life
PANEL PRESENTATION BY
CANADIAN EXPERTS ON FASD
PREVALENCE AND DIAGNOSIS
Come for questions and discussion!
Svetlana Popova M.D., Ph.Ds., M.P.H., Senior Scientist, Centre for Addiction and Mental Health
Albert Chudley Professor, Department of Paediatrics and Child Health, University of Manitoba
Valerie Temple Ph.D., C. Psych, Surrey Place Centre Toronto
Colleen Burns, Clinic Training Services Coordinator, Lakeland Centre for FASD, Alberta
Search Results for: diagnosis
Podcast by Dr. Valerie Temple and Dr. Christine Loock for Fetal alcohol spectrum disorder: a guideline for diagnosis across the lifespan
Read the full guidelines
20:07 Diagnosis of fetal alcohol spectrum disorder is essential to
improve outcomes for affected individuals and families, and to inform pre-pregnancy counselling to prevent future cases. This guideline from the Canada Fetal Alcohol Spectrum Disorder Research Network provides evidence-based recommendations for best practices in the diagnosis of this condition.
In this podcast, two of the authors of the guideline explain what to
look for in clinical practice. Dr. Valerie Temple is a clinical
psychologist at Surrey Place Centre in Toronto, and Dr. Christine Loock is a developmental pediatrician at Children’s and Women’s Health Centre of British Columbia, with an academic appointment at UBC.
CMAJ [Canadian Medical Association Journal] News Fetal Alcohol Spectrum Disorder Guidelines
First published December 14, 2015, doi: 10.1503/cmaj.141593
CMAJDecember 14, 2015 cmaj.141593
1. Show PDF in full window
2. » Full Text (PDF)
3. Online Appendices
4. Earn CME Credits
The links to resources and services listed above are not necessarily approved or endorsed by FASD ONE.
– Coming Soon –
Revised Fetal Alcohol Spectrum Disorder: Guidelines for Diagnosis Across the Lifespan
Since publication of the 2005 Fetal Alcohol Spectrum Disorder (FASD): Canadian Guidelines for Diagnosis, new evidence and information has emerged.
For this reason, the Public Health Agency of Canada tasked CanFASD with updating and revising the guidelines through consultation with national and international experts and review of the research literature. Release of the new Canadian guidelines, Fetal Alcohol Spectrum Disorder: Guidelines for Diagnosis Across the Lifespan, is expected in early 2015
FCC Workshop April 4, 2019
Date: April 4, 2019 Afternoon Session
About our speaker:
Dr L.A. Scott, Psychologist, is fully licensed by the Ontario College of Psychologists to practice in these areas of competency:
• Paediatric Neuropsychology, including Fetal Alcohol Spectrum Disorder (FASD) Diagnosis Services, assessments for Traumatic/Acquired Brain Injury, Autism Spectrum Disorder (ASD), Neurodevelopmental disorders, Sleep hygiene and disorders/difficulties in children and adolescents
• Child/Adolescent & Adult Clinical Psychology. Areas of training topics to organizations, agencies, individuals and community
groups on a variety of topics including: FASD; Traumatic/Acquired Brain Injury; FASD; Neurodevelopmental Disorders; Sleep hygiene and disorders/difficulties in children & adolescents. Other topics can be arranged as requested.
The International Journal of Environmental Research and Public Health—IJERPH (ISSN 1660-4601, IF 2.145) is currently running a Special Issue entitled “Fetal Alcohol Spectrum Disorder (FASD)”. Assoc. Prof. Svetlana Popova (from University of Toronto) and Dr. Larry Burd (from North Dakota Fetal Alcohol Syndrome Center) are serving as the Guest Editors for this issue. Based on your expertise in this field, we think that you could make an excellent contribution.
The goal of this Special Issue is to publish papers that expand our current knowledge of prenatal alcohol and other substances’ exposure and FASD and make it accessible to the research community, educators, policy makers, and others interested in this area. We invite all FASD-related research submissions, and we especially encourage the submission of papers from authors in developing countries where there are less infrastructure and traditional support of research on prenatal substance use exposure and FASD. The keywords listed below provide an outline of some of the possible areas of interest.
- recent advances in screening and diagnosis
- therapeutic and non-therapeutic interventions
- economic cost
- risk factors of maternal substance use and FASD
- outcome trajectories (children, adults, and elderly people with FASD)
- law enforcement
- service delivery (i.e., health care, special education, etc.)
- experience and perception (patients and carers living with FASD, and practitioners)
For further reading, please follow the link to the Special Issue website at: http://www.mdpi.com/journal/ijerph/special_issues/FASD
The submission deadline is 15 April 2019. You may send your manuscript now or up until the deadline. Submitted papers should not be under consideration for publication elsewhere. We also encourage authors to send a short abstract or tentative title to the Editorial Office in advance (firstname.lastname@example.org).
IJERPH is fully open access. Open access (unlimited and free access by readers) increases publicity and promotes more frequent citations, as indicated by several studies. Open access is supported by the authors and their institutes. An Article Processing Charge (APC) of CHF 1600 currently applies to all accepted papers (APC: CHF 1800 from 1 January 2019 onwards).
For further details on the submission process, please see the instructions for authors at the journal website (http://www.mdpi.com/journal/ijerph/instructions).
We look forward to hearing from you soon.
Dr. Svetlana Popova, M.D., Ph.Ds., M.P.H.
Senior Scientist, Institute for Mental Health Policy Research, Centre for Addiction and Mental Health, WHO/PAHO Collaborating Centre in Addiction and Mental Health Associate Professor, Epidemiology Division, Office of Global Public Health Education & Training, Dalla Lana School of Public Health; and Factor-Inwentash Faculty of Social Work, University of Toronto, Toronto, Canada.
Phone: 1 (416) 535-8501 ext. 34558
Fax: 1 (416) 595-6068
Dr. Larry Burd, PhD
North Dakota Fetal Alcohol Syndrome Center Department of Pediatrics, University of North Dakota School of Medicine and Health Sciences Pediatric Therapy Services, Altru Health System Grand Forks ND, USA 58201
Phone: 1 (701) 777-3683
The toronto FASD coordinating network
FASD & ADULTHOOD
Saturday, April 14, 2018 9:00-4:30 (8:45-9:30 Breakfast)
30 Isabella St, 7th floor Auditorium, Toronto
Check in at reception
free for Parents and caregivers of children, youth, and adults with fasd
9:35-10:30 Lived Experience Panel: Adults Affected BY FASD
10:45-11:30 Lived Experience Panel: Parents/Caregivers
11:30-12:30 Youth Transitioning to Adulthood
Presenters: Erin Sclisizzi, CCAS & Janet McShane, CAS Toronto
1:30-4:00 Resource Panel
Assessment & Diagnosis: Ann Lindsay, Service Coordinator, Adult Program, Surrey Place Centre
Mental Health & Addictions: Yona Lunsky, Head, Azieli Centre for Adult Neuro Developmental Disabilities & Mental Health, Centre for Mental Health (CAMH) & Lisa Davies-Complin, Lead, Mental Health & Addictions Access Point (The Access Point)
Developmental Services Ontario: Karyn Farber, Service Navigation Supervisor & Paul Van de Laar, Director, Development & ABI Services, Cota
Ontario Disability Support Program (ODSP): Wendy Zhang, Caseworker
Ontario Works: Pending
Supportive Housing: Steve Catney, E.D. Alliance Youth Services
Supportive Employment: To Be Announced
Please register by April 9 , 2018 at email@example.com
The workshop is funded by the Circle for Children Foundation.
Green P on Charles St. East. (one way west of Jarvis on Charles). Limited street parking on Charles & Isabella St. Isabella is one block south of Charles St through the parkette.
From Bloor Subway station, use Hayden St exit. Walk two blocks South through parking garage and parkette to first building on right on Isabella
Assessments for students suspected of having FASD help to provide information about their strengths and challenges. Certain assessments can also assist with a culminating diagnosis. Please contact your local diagnostic team for more information if FASD is suspected. The following information will outline formal psycho-educational, neuropsychological and speech and language assessments which may be available in your board. In particular, having a good assessment of adaptive functioning is critical to understanding and planning for the needs of a student with FASD. The better a student is understood, the better we are able to accommodate that student.
Note: Different assessment measures may be available in different boards. Therefore, specific tests are not identified and one cannot recommend one over another.
Adaptive functioning is defined as the practical, everyday skills needed to function and meet the demands of one’s environment, including the skills necessary to effectively and independently take care of oneself and to interact with other people. The three domains of adaptive functioning typically assessed are the:
- conceptual domain which includes skills in language, reading, writing, math, reasoning, knowledge, and memory,
- social domain which refers to empathy, social judgment, interpersonal communication skills, the ability to make and retain friendships, and similar capacities,
- practical domain which centers on self-management in areas such as personal care, job responsibilities, money management, recreation, and organizing school and work tasks.
Adaptive functioning is typically assessed through information gathered from a questionnaire given to a parent, teacher or another adult who knows the individual. The most frequently used measures of adaptive functioning are the Vineland Adaptive Behavior Scales, which just released its third edition in 2016 (Vineland-3) and the Adaptive Behavior Assessment System, which released its third edition in 2015 (ABAS-3).
Neuropsychological vs. Psychological Assessment
A neuropsychological assessment is conducted by a neuropsychologist, who applies knowledge about brain-behaviour relationships to the assessment, diagnosis and treatment of individuals with known or suspected central nervous system dysfunction. Neuropsychological assessments use a wider range of specialized assessment tools, and as such, they usually take longer to administer. They investigate specific domains of cognitive functioning that are controlled by different regions of the brain, such as executive functioning, visual-perceptual abilities, information processing, attention and concentration, learning and memory, sensory perception, language, adaptive skills, and fine motor skills. By examining a child’s underlying neurocognitive processes in greater detail, this information is linked back to brain structures, to provide information regarding the impact of any identified areas of difficulty on a person’s day to day functioning. Neuropsychological testing may be necessary for persons with documented neurologic disease or injury (e.g., traumatic brain injury, stroke) when there is uncertainty about the degree of impairment, or when an organic deficit is present but information on anatomic location and extent of dysfunction is required. Organic deficits, such as those resulting from prenatal alcohol exposure, cause symptoms due to structural abnormalities in the brain, as opposed to functional deficits which are considered psychological or emotional in nature.
A psychological/psycho-educational assessment is conducted by a clinical or school psychologist. School and Clinical Psychologists apply knowledge about human behaviour and development to the assessment, diagnosis and/or treatment of individuals with disorders of learning, behaviour, emotions and thought. Psychological/psycho-educational assessments seek to understand a child’s learning profile generally, and then guide the development of classroom accommodations and supports from an educational perspective. These evaluations typically include formal assessments of a child’s intelligence and a child’s academic achievement as well the many of the same domains as a neuropsychological assessment (e.g., memory, grapho-motor control, executive functioning, etc.), however, psychological/psycho-educational assessments are typically not as specific as neuropsychological assessments in pinpointing neurological processes that are causing the symptoms, and they do not link them back to specific brain structures. This is because cognitive assessment results have a wide range of variability (e.g., developmental delay, giftedness), so specific strategies are not provided. Instead, reference is made to further resources (such as the Waterfall Chart) which can be used as a starting point for intervention and support.
Executive functioning is a set of cognitive, or brain processes, that have to do with managing ourselves and our resources (e.g., our thoughts, our actions, our emotions) in order to achieve a goal. These processes are interdependent and essential to purposeful goal directed behavior. Weaknesses in executive functioning can affect a person’s everyday life. Some of these processes include our ability to:
- control impulses and think before we act (inhibition). Examples of weakness in this area include interrupting when others are speaking, blurting out answers and/or engaging in risky behaviour,
- control our emotions so we can take criticism, regroup when something goes wrong, and not overreact or get stuck in an overreaction,
- think flexibly or roll with the punches and not ‘get stuck’. Skills in this area are needed to make transitions, tolerate change, and solve problems,
- self-monitor or keep track of what we are doing. In school, skills in this area are needed to evaluate our work and check for mistakes. In life, skills in this area are needed to recognize the effect that our behaviour is having on others,
- plan and organize things within our environment and what we want to say. In order to do this effectively, we need to recognize why some things should go together, a skill needed to clean our room or our desk. Skills also allow us to recognize the most important to consider and or provide. Without these skills, an individual could miss the point in a classroom lesson or conversation,
- initiate or begin a task without prompting. Individuals with weaknesses in this are may have no idea where to begin a task and as a result they do not get started which makes them appear to be unmotivated or lazy. They may have difficulty planning for and organizing their free time.
- working memory which is the ability to hold key information in mind and use it.
There are different ways to assess executive functioning including a test directly administered to the child individually by a psychologist, or a questionnaire given to a parent, teacher or other adult who knows the child. Tests of executive functioning can either be very narrow, targeting a specific executive function, such as thinking flexibility, or they can be a test battery that has subtests each measuring a variety of cognitive functions including those listed above. Questionnaires typically ask questions about a variety of executive functions. Executive functioning may be assessed in either a neuropsychological assessment or psycho-educational assessment. Typically, neuropsychological assessments will use a number of specific tests to test specific executive functions or use a test battery of executive functioning, whereas, psycho-educational assessments are more likely to use a questionnaire to assess executive functioning.
Communication – Speech and Language
Speech is the physical ability to produce the sounds of language and string sounds together in order to produce words and sentences. Some children substitute sounds (e.g., f for th), omit sounds (e.g., nake for snake) and/or add or change sounds (e.g., spasgetti for spagetti). Some of these errors are part of normal development and others suggest that the child is having difficulty in this area. By the age of 4 years, a typically developing individual who does not know the child well should be able to understand what he/she is saying. By the age of 8 years, a child should have mastered the adult speech model (i.e. no speech errors are present).
Language is the ability to understand what is heard or read (e.g., follow directions, comprehend stories) and to express feelings and thoughts verbally or in writing (e.g., select the right word, use appropriate grammar, provide explanations). Language is also required to problem solve and reason, recognize the most important information to consider and provide, and get along socially with others. These skills, along with the ability to recall what is heard or read, are critical for success in a learning environment.
Some symptoms of language weakness may include difficulty:
- listening when they are spoken to,
- following directions and classroom instruction,
- understanding stories and classroom conversations,
- understanding jokes, sarcasm, and abstract language,
- completing classroom work within normal time lines,
- ‘finding’ the right word (e.g., using non-specific words like thing or stuff),
- expressing ideas in an organized and concise manner,
- interacting with peers in a socially acceptable manner (e.g., they can be perceived as a behaviour problem).
Eighty one percent of individuals living with FASD will have a language disorder (Popova et al., 2016). If you are unsure about the speech and/or language abilities of a student, a referral to a Speech-Language Pathologist should be considered.
Auditory Processing Disorder (APD)
Auditory processing is what you do with what you hear. Individuals with APD often are able to hear, that is they have normal hearing acuity, but they have difficulty processing what they hear in a rapid and efficient manner. For example, it may take them longer to attach meaning to sound. They may have difficulty paying attention to, remembering and using the information that they hear. At times they may not ‘hear’ the word or words that were actually spoken.
The Audiologist is the professional who diagnoses APD but it is within the scope of practice of a Speech-Language Pathologist to identify associated language factors. Audiological testing involves a number of difficult listening tasks. Testing is not recommended for children under the age of seven because of the immaturity of the auditory system.
The following strategies may minimize the impact of APD for school aged children at home:
- Make sure that your child is well rested. The ability to compensate will deteriorate if s/he is sick or tired;
- Reduce background noise (turn off the TV). Provide a quiet place to study;
- Speak at a slightly slower rate with mildly increased loudness levels. Encourage them to look at the speaker;
- Do not provide too much information at once. Pause frequently to allow time to process what has been said.
- Teach your child how to be an effective listener. Encourage her/him to ask for repetition and/or clarification.
The following strategies may be effective at school:
- Allow preferential seating that is 6-8 feet from the speaker and away from noise sources (e.g. the door, window);
- Pair the visual with the auditory. Say it, show it. Use demonstration whenever possible. Write key words on the blackboard.
- Pace the presentation with occasional pauses between meaningful units to permit time for comprehension.
- Allow a 10-30 second delay between asking a question and accepting an answer.
- Gain students attention and highlight important information. Use statements such as, ‘This is important’, ‘This is what you need to know/do’, ‘I want you to remember this’.
Subject: Message from the Minister of Health – International Fetal Alcohol Spectrum Disorder Awareness Day 2017
Date: Tue, 12 Sep 2017 15:06
From: The Prevention Conversation: A Shared Responsibility Project <firstname.lastname@example.org>
New post on The Prevention Conversation: A Shared Responsibility Project
Message from the Minister of Health – International Fetal Alcohol Spectrum Disorder Awareness Day 2017
International Fetal Alcohol Spectrum Disorder (FASD) Awareness Day is marked annually on September 9 to raise awareness about the risks of drinking alcohol during pregnancy and about the challenges that individuals with FASD and their families face.
FASD is a brain injury that can occur when an unborn baby is exposed to alcohol in the womb and the result is a lifelong disorder with effects that include physical, mental and behavioural disabilities. FASD is the leading known cause of preventable developmental disabilities among Canadians.
Children and adults living with FASD, often encounter a great deal of stigma and judgement. This stigma can keep women from openly discussing alcohol consumption with their health care providers, preventing them from accessing the programs, services, and supports they need.
Many factors can contribute to FASD, and there is no single solution to preventing it. That is why the Government of Canada is partnering with provincial and territorial governments, communities, Indigenous organizations and experts to support a variety of education and prevention initiatives.
For example, we are funding five projects that focus on developing knowledge and skills among health professionals on how to screen, counsel and discuss alcohol use with girls and women. The goal of these projects is to help prevent alcohol use during pregnancy and to promote behaviours that set the conditions for lifelong health. We are also supporting the Kids’ Brain Health Network to provide health care professionals, policy makers, caregivers and families with tools and information to promote earlier diagnosis, better treatment and optimal outcomes for children with neurodevelopmental disorders, including FASD.
In order to increase awareness of FASD among First Nations and Inuit communities, as well as educate front-line workers, our government is also developing culturally appropriate prevention and intervention programs that educate and raise awareness about the impacts of FASD. We are also exploring opportunities to advance the Truth and Reconciliation Calls to Action #33 and #34 related to FASD by working in collaboration with Indigenous people to implement preventive programs that can be delivered in a culturally appropriate manner.
By working together, we can encourage healthy pregnancies and support those living with FASD. This month, learn more about FASD prevention and join the conversation on social media by using the hashtag #FASD.
Ginette Petitpas Taylor
Minister of Health
“…The 16-year-old Timmins resident has Fetal Alcohol Spectrum Disorder, and sits on the FASD Awareness Cochrane-Timmins committee…”
Teen advocate with FASD shares her story
By Emma Meldrum
Sunday, September 10, 2017 7:01:06 EDT PM
[Photo] Amanda Mollins Koene greets people as they enter Hollinger Park for FASD Awareness Day on Saturday.
TIMMINS – Amanda Mollins Koene is an FASD expert, inside and out.
The 16-year-old Timmins resident has Fetal Alcohol Spectrum Disorder, and sits on the FASD Awareness Cochrane-Timmins committee.
“Two and a half years ago I got an official diagnosis,” said Mollins Koene on Saturday, FASD Awareness Day. “It means that sometimes I have trouble controlling my impulses.”
The teen greeted people who stopped by the afternoon’s activities held at Hollinger Park on Saturday. She’s made several speeches about the disorder, and runs a Facebook page dedicated to educating people about it.
“Fetal Alcohol Spectrum Disorder is a disorder that happens when a pregnant mom drinks alcohol. There are facial features, but they only happen within a specific time,” she said.
Mollins Koene said her parents often act as her “external brain.”
“They help me make the right choices, guide me, and help me with that.”
She was adopted at the age of one, but harbours no ill will towards her birth mother.
“I’m not (angry). I can honestly say that if my birth mom came to my door, I’d welcome her. I can honestly say that, because something that sticks to me is a birth mom who cares enough to come and say, ‘I made a mistake.’”
The teen said that sometimes FASD is the result of a mistake – not harmful intent.
“It’s a bit frustrating, but also there’s the moms who don’t know they’re pregnant, and they drink, and there’s moms who are already addicted and can’t stop right like that.”
She said preventing the disorder is simple.
“There’s one thing you have to do: don’t drink alcohol during pregnancy. That’s the only thing you have to do to not get it.”
Her parents, Lyndsay and Job Mollins Koene, said they’re proud of their daughter.
“We’re incredibly proud, and always have been. Amanda is a great researcher, from very early on, she won a couple of science fair competitions here in our city talking about FASD,” said Lyndsay Mollins Koene.
“Amanda is very impulsive, and she’ll tell you that. So whether it’s a spending moment…or a decision-making moment, Amanda sometimes needs someone there next to her, not saying do this, do that, but instead saying, ‘what do you think, what would happen if,’ and pointing out the consequences of one direction or the other,” said her mother.
“She’s a great advocate for anyone working with FASD,” she said.
The Mollins Koene family spent the day at the park, where kids strolled from one activity table to another, and volunteers cooked a barbecued lunch. The end goal was to educate more people about the disorder. The young advocate said it’s a great start.
“It feels great to see so many people here, so many people wanting to learn, so many people asking questions. I like to see that.”
She’d like to see people learning more every day, however. The FACT committee also organized a booth at Welcome to Timmins Night last week, and Mollins Koene will continue to speak about the disorder at events throughout the city.
“Saturday marked Fetal Alcohol Spectrum Disorder Awareness Day.
Those affected in London used the day to lobby for broader awareness and more government support.
R.J. Formanek lives with Fetal Alcohol Syndrome…”
Looking for change on Fetal Alcohol Spectrum Disorder Awareness Day
Published Saturday, September 9, 2017 5:08PM EDT
2:28 Raising FASD Awareness
Saturday marked Fetal Alcohol Spectrum Disorder Awareness Day.
Those affected in London used the day to lobby for broader awareness and more government support.
R.J. Formanek lives with Fetal Alcohol Syndrome and addressed a gathering of others affected at the Westminster Family Centre, telling them, “When I got a diagnosis, it freed me to think, ‘What goes on in my brain, while different is not wrong.”
The founder of “Flying with Broken Wings” was diagnosed at 47 years old, finally able to identify the cause of his life-long behavioral issues, “Won’t sit down, won’t pay attention. Eventually in mental health system, getting care you don’t necessarily need.”
He, along with thousands of others, is trying to bring awareness to the spectrum disorder.
And Saturday also marked the first Red Shoes Walk for the London and Area FASD Support Group. They headed out at 9:09 a.m. on the 9th day of the 9th month, walking 999 meters. The walk is to demonstrate the importance of staying alcohol-free during the 9 months of pregnancy.