Improving the Behavior of Children with Fetal Alcohol Spectrum Disorders

Autor/in	Hutton, Laura
Titel	Improving the Behavior of Children with Fetal Alcohol Spectrum Disorders
Quelle	In: TEACHING Exceptional Children, 54 (2021) 2, S.97-105 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hutton, Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059920977887
Schlagwörter	Fetal Alcohol Syndrome; Neurological Impairments; Students with Disabilities; Student Behavior; Behavior Modification; Symptoms (Individual Disorders); At Risk Students; Educational Environment; Change Strategies; Behavior Problems; Classroom Environment; Intervention; Teacher Role; Metacognition; Skill Development; Self Control; Executive Function; Memory; Drills (Practice); Inner Speech (Subvocal) + Suchen Sie Ihr Suchwort? Fetal alcohol spectrum disorders; Alkoholembryopathie; Neurodegenerative Erkrankung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung; Psychiatrische Symptomatik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lösungsstrategie; Klassenklima; Unterrichtsklima; Lehrerrolle; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kompetenzentwicklung; Qualifikationsentwicklung; Selbstbeherrschung; Gedächtnis; Inneres Sprechen
Abstract	Prenatal exposure to alcohol causes a pattern of brain-based deficits and is associated with behavioral challenges (Wozniak et al., 2019). Understanding the neurocognitive behaviors common among individuals with fetal alcohol spectrum disorders (FASD) can increase teachers' effectiveness (Tremblay et al., 2017). Environmental changes, such as modifying the classroom, providing high levels of structure, and increasing adult supervision, have been shown to improve the behavior of individuals with FASD (Bohjanen et al., 2009). There is also emerging evidence that explicit instruction in metacognitive strategies is effective with this population (Makela et al., 2019. Students with FASD can benefit from being explicitly taught to stop and think before acting and to use rehearsal, memory aids, and positive self-talk. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01