Nearly 1 in 20 students have been prenatally exposed to alcohol. Fetal Alcohol Spectrum Disorders (FASD) are more common than autism and Down syndrome combined, yet most know very little about this disability and the information that is widely known is outdated. 

Many students with FASD are mislabeled as emotionally disturbed or referred to as behavioral problems which deter from accurately identifying the underlying need and providing appropriate and effective interventions. This population is often overlooked and misidentified, contributing to ineffective interventions and often harmful exacerbation of symptoms that could otherwise be mitigated. 

By understanding the unique needs of students with FASD, including why the brain-based nature of this disability is so essential in creating appropriate interventions, the IEP team can work collaboratively to create a supportive document that will reduce adverse outcomes (such as substance use, involvement in the juvenile justice system, and homelessness) that frequently occur when the underlying needs are not effectively addressed.

In this training, participants will learn why accommodations are often the most supportive route to effective mitigation of symptoms and how traditional interventions (including FBAs, BIPs, and talk-based counseling) can actually cause harm with this population. We will review evidence-based approaches for addressing the needs of students with FASD and how to reframe behaviors to highlight the neurodevelopmental basis of this disability and incorporate that knowledge into the development of an effective Individualized Education Program. 

This training will provide participants with tools to: 

• Better understand the unique needs of students prenatally exposed to alcohol
• Identify many of the common (and often misunderstood) education related needs expressed by students with FASD 
• Evaluate which traditional interventions to avoid (and why)
• Learn approaches that will help to alleviate, rather than exacerbate, the challenges students with FASD frequently encounter
• Create IEPs that are supportive and effective 

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