 | The 131st Annual Meeting (November 15-19, 2003) of APHA |
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| The 131st Annual Meeting (November 15-19, 2003) of APHA |
Heather Carmichael Olson, PhD, Department of Psychiatry and Behavioral Sciences, School of Medicine, University of Washington, Box 358855, University of Washington, Seattle, WA 98195, (206) 685-0926, quiddity@u.washington.edu and Susan M. Astley, PhD, Department of Epidemiology, School of Public Health, University of Washington, Box 357920, University of Washington, Seattle, WA 98195.
Many school-aged children with FAS Spectrum Disorder (FASD) are identified with pressing clinical needs. In the school years, difficulties are emerging in problem-solving and behavior regulation, attention/memory, and social communication. Behavior problems— especially peer difficulties and disruptive behavior— are widely reported. Parents and teachers struggle with alcohol-affected children's challenging behavior and low adaptive function, often applying treatments without expected success. Effective interventions and systematic data are needed, so this research aims to develop and test a new, promising intervention model: Tailored, individualized behavioral consultation for parents and teachers of children with FASD and externalizing behavior problems. This approximately yearlong home-visiting program offers caregiver support, education, advocacy assistance, community linkages, and sustained behavioral consultation. Positive behavior support, motivational interviewing, and cognitive behavioral therapy are used. 52 children (mean=8.0 years; range 5-11) are enrolling in a pair-matched trial comparing intervention with the community standard of care. All have alcohol-related disabilities (25% FAS; 75% ARND). On average, estimated intellectual level is within normal limits (mean=94.2), and externalizing behavior at clinical levels (CBCL Externalizing T-score, mean=70). 92% of parents report clinical levels of child-related stress on the Parenting Stress Index. The sample is diverse: (1) Family structure (9.6% birth mothers; 25% foster/guardianship; 17.3% kinship adoptive; 48.1% non-kinship adoptive); and (2) Child ethnicity (59.6% white; 11.5% African-American; 7.7% Native American; 3.9% Hispanic; 17.3% mixed). Data describing this diverse child population, and characteristics of the caregivers raising these children, will be provided. The Families Moving Forward intervention model will be described.
Learning Objectives:
Keywords: Children With Special Needs, Mental Health Care
Related Web page: depts.washington.edu/fasdpn/
Presenting author's disclosure statement:
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.