Fetal Alcohol Syndrome and Effects

Fetal Alcohol Syndrome
Angela Bessey
Children’s Health and Nutrition

Fetal Alcohol Syndrome and Fetal Alcohol Effects can, and most likely will, be very
devastating to a developing child. Any amount of alcohol consumed during a women’s
pregnancy can have lasting, life-long effects on a child. There is no exact data on how much
alcohol can do what to a fetus, nor is it very clear as to what actual damage is done in the
different trimesters of the pregnancy. Researchers have found that heavy drinking is more
damaging then light drinking, and that the first trimester is the most dangerous period, due to
the fact that the brain is developing in a lot of different ways in this period, and that most of the
fetus’ vital organs are forming in this period. The effects of alcohol use during pregnancy would
never have occurred had the mother not drank while she was pregnant, this syndrome is a
completely preventable one.
Characteristics of Fetal Alcohol Syndrome (F.A.S.) and Fetal Alcohol Effects (F.A.E.).
Fetuses that are exposed to alcohol in the womb can show different characteristics.
“Fetal Alcohol Spectrum Disorders (F.A.S.D.) is a term referring to the range of outcomes and
disabilities that can occur when an individual is exposed to alcohol prenatally.”(Page1.) F.A.S.D.
includes F.A.S., F.A.E., and A.R.N.D. (Alcohol Related Neurodevelopmental Disorder).
Dysmorphia, growth deficiencies, central nervous system abnormalities, small head
circumferences, neurological problems, cognitive/developmental deficits, and
behavioral/emotional problems are the most common characteristics of infants and children
who were exposed to alcohol while their mother was pregnant.
Facial Dysmorphia is a characteristic pattern of facial features that include- a smooth

philtrum (small groove above upper lip and under the nose), a thin upper lip, and small eyes.
Alcohol use by a mother while pregnant is the number one cause for mental retardation. These
children also can have difficulties in planning, organization, and attention. They tend to fail to
learn from consequences and they have memory deficits. Children with F.A.S. or F.A.E. may
also suffer from speech and language delays. Some children may develop AD/HD, depression,
oppositional defiant disorder, conduct disorder, anxiety disorders, obsessive compulsive
disorder or bi-polar disorder. They also may suffer with aggression, low-self esteem, social
isolation, mood disorders, and may display inappropriate sexual behavior.
Diagnosing Fetal Alcohol Syndrome (F.A.S.) and Alcohol Related Neurodevelopmental
abnormalities (ARND).
Diagnoses of full Fetal Alcohol Syndrome is often times difficult due to the fact that not
all children exposed to prenatal alcohol have the facial features, so they do not meet the full
criteria of F.A.S. In order for F.A.S. to be diagnosed there must be substantial exposure to
alcohol, some facial features and at least one of the following: growth deficiency, central
nervous system neurodevelopmental abnormalities or a complex pattern of behavioral
cognitive abnormalities. To diagnose Alcohol Related Neurodevelopmental Disorder (ARND) it
needs be confirmed that there was a history of alcohol use during pregnancy, plus central
nervous system abnormalities, or a pattern of behavior or cognitive abnormalities that cannot
be explained by family backgrounds or the environment. F.A.E. is diagnosed when the child
shows any of the characteristics of F.A.S. or ARND and there is a known history of alcohol use
by the mother.
Helping children with Fetal Alcohol Effects Succeed.
“Most children with FASD do not have MR [mental retardation], however an IQ score in
the low-average, or even average range does not preclude the presence of debilitating
neurocognitive deficits or mental health problems. In the presence of average cognitive ability,
other neurocognitive deficits are often not identified through traditional cognitive
testing.”(page3) Therefore these children will not qualify for special education based on
psychological testing. This puts these children at a horrible disadvantage since research has
shown that although F.A.S. and F.A.E. are irreversible, if children are diagnosed by the age of
six and taught very important skills then they are less likely to suffer from secondary disabilities
that often stem from children who are unable to develop the way that they are suppose to.
There are a lot of things that caregivers, teachers, and parents can do to help children
with F.A.S. to learn and to build the skills to help regulate emotions and behaviors. Positive
Behavior Support (PBS) programming can be used to help the child to work on their behavior
problems. First the caretaker must identify problem behaviors (hitting, screaming, crying),
figure out what is setting off this behavior (environment, people, activity). Then they must
understand the intent of the behavior (frustration, anger, fright). This will allow the caregiver
the opportunity to intervene and focus on changing the things that are setting off these
behaviors and also teach the child the appropriate ways to handle their feelings in more
productive and acceptable ways. Children may need modifications in their environment to
decrease the chances of these behaviors from happening. Children need immediate feedback
from their behaviors, negative or positive. They need structure and consistency in their daily
routines and rules. Concrete rules that specify appropriate behavior that the child should use is
best for these children. They may not understand the concept of “be good”; they need to be
told to “not touch”, “not hit”, and “talk in quite voice”. Positive reinforcement is an excellent
tool to use with children that are struggling due to alcohol effects. “Catch em being good” is a
good way to look at things, whatever appropriate behavior the child is displaying, tell the child
that they are doing it good. If you are constantly telling them the things that they are doing
right it’s pretty hard for them to go the other way.
Some other tools that should be used are timers and stopwatches to help the child
transition if they are having problems with transitions. Multiple warnings of time changes will
also help the child; telling the child “you have five minutes before we eat lunch”, will be easier
for the child to prepare for the transition. Reducing distractions in the child’s learning
environment may also be necessary. The use of study carrels, head phones or repositioning of
where the child is may greatly increase the child’s success at becoming less distracted.
In conclusion the effects of a woman drinking while she is pregnant are irreversible and
devastating. Women must understand the effects that even a little alcohol consumption while
they are pregnant can have on their unborn child. However, children are born with these
effects every day, and are forced to live a life that can be truly difficult. The first step in helping
these children is to have them diagnosed so that their caregivers can be sure that they are
giving them the proper tools that they need to succeed.
Sources:Fetal Alcohol Spectrum Disorders: Understanding the Effects of Prenatal Alcohol

Exposure and Supporting Students. Author: Green, Jennifer H., Source: Journal of School
Health; March 2007, Vol. 77, Issue 3, P103-108

Fetal Alcohol Syndrome and Effects

Uploaded by

Copyright:

Available Formats

Fetal Alcohol Syndrome and Effects

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Fetal Alcohol Syndrome and Effects

Uploaded by

Copyright:

Available Formats

Fetal Alcohol Syndrome

Children’s Health and Nutrition

Facial Dysmorphia is a characteristic pattern of facial features that include- a smooth

Helping children with Fetal Alcohol Effects Succeed.

Sources:Fetal Alcohol Spectrum Disorders: Understanding the Effects of Prenatal Alcohol

You might also like