Educational planning for children with fetal alcohol syndrome

Abstract

It has now been thirty-two years since Jones and Smith first identified fetal alcohol syndrome (FAS) in the United States. Since then, numerous epidemiology studies have been conducted to determine prevalence rates of this disorder. More recently, the research focus has concentrated on studies to elucidate a neurobehavioral phenotype for the alcohol-exposed population. As a result, the FAS field has learned what types of neurobehavioral issues occur most frequently with these children. This paper discusses the results of neurobehavioral research with alcohol exposed children and how that information can be used to inform school assessment, intervention planning, and support.