The 131st Annual Meeting (November 15-19, 2003) of APHA

Abstract #59850

Claire Coles, PhD¹, Julie Kable, PhD¹, Donna Dent, MS¹, and Douglas Lee, MD². (1) FAS Center, Marcus Institute a Divisision of Kennedy Krieger at Emory University, 1920 Briarcliff Rd, Atlanta, GA 30329, 404-419-4262, claire.coles@marcus.org, (2) Psychiatry and Behavioral Sciences, Emory University School of Medicine, 1920 Briarcliff Rd, Atlanta, GA 30329

Although effects of prenatal alcohol exposure, particularly fetal alcohol syndrome (FAS), are well established and associated with deficits in social and behavioral functioning as well as life-long cognitive and academic disabilities, there is little research on specific intervention strategies and no empirically based treatment models of alcohol-affected individuals. To address these problems, we are evaluating an intervention model for children ages 3 to 9 who are diagnosed as FAS or partial FAS (pFAS). Volunteer families from the Marcus Institute’s FAS Diagnostic Clinic are provided a comprehensive, age-specific, individualized intervention including 3 segments that are designed to: 1) Support, Educate and Empower Caregivers; 2) Achieve Learning Readiness in Children; and 3) Improve Mathematics Achievement by compensating for core deficits identified in alcohol-affected individuals that impact performance. Intervention with caregivers includes both Education and Advocacy Training to support child development and access community resources. The Learning Readiness component addresses arousal regulation, psychiatric issues, medication management and social problems in children. The 6-week psychoeducational math intervention addresses specific skills associated with math disabilities (e.g., content, visual/spatial skills, executive functioning, sequential planning). All participants receive the first 2 components of the intervention while a Treatment-Control Design with Pre- and Post measures is used to evaluate the effectiveness of the psychoeducational math intervention. Outcomes include: a) caregiver knowledge, and b) satisfaction, and c) treatment compliance as well as d) child knowledge and e) educational achievement and f) family functioning. Results to date suggest that families require social resources and stability for optimal participation.

Learning Objectives:

• 1. Describe the diagnostic criteria for fetal alcohol syndrome and partial FAS.
• 2. List 4 cognitive and behavioral correlates of FAS and pFAS.
• 3. Identify social factors that exacerbate effects of prenatal alcohol exposure.
• 4. Describe the learning problems seen in children with FAS/pFAS.
• 5. List 3 elements of the model intervention program.

Keywords: Alcohol Problems, Maternal and Child Health

Presenting author's disclosure statement:
Organization/institution whose products or services will be discussed: Marcus Institute a Division of Kennedy Krieger at Emory University
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.