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Record identifier : 565501
Personal Name - Primary Intelectual Responsibility : Castelli, Stella
Title and statement of responsibility : Fetal alcohol spectrum disorders across the lifespan: A series of case illustrations with implications for professional psychologists [Thesis]
Publication, Distribution,Etc. : Rutgers The State University of New Jersey, Graduate School of Applied and Professional Psychology, 2005
Language of the Item : eng
Dissertation of thesis details and type of degree : Psy.D.
Body granting the degree : , Rutgers The State University of New Jersey, Graduate School of Applied and Professional Psychology
Summary or Abstract : This dissertation begins with a survey of the literature pertaining to the neurocognitive and behavioral deficits of children with Fetal Alcohol Spectrum Disorders (FASD). FASD is an umbrella term that is intended to encompass the range of outcomes associated with prenatal exposure to alcohol. This author has chosen five individuals across the lifespan (infant, toddler, child, adolescent, adult) to represent the various diagnoses that one can receive along the FASD spectrum. The author served as a member of the multidisciplinary team at the Northern New Jersey FAS centers where the five individuals in the case reports were evaluated and diagnosed. The case illustrations follow the format of a clinical report, exploring developmental and alcohol history, pediatric neurodevelopmental evaluation, psychological evaluation, speech and language evaluation, occupational therapy evaluation, and discussion. Following the case reports is a chapter describing the current state of knowledge of New Jersey School Psychologists regarding FASD. A 2003 Survey of knowledge of FAS designed by the APA was distributed to 500 members of the New Jersey Association of School Psychologists (NJASP) online, using a website. The response rate was just over 10 percent. Findings of the present study are consistent with the findings obtained by the APA of member psychologists. School Psychologists appear to be poorly trained, feel unprepared to screen for FASD, and are not aware of the FAS Centers or available resources. , The case reports in this dissertation and review of the literature demonstrate that children without dysmorphic facial features or growth deficiency exhibit similar deficits to children with full FAS (deficits in executive functioning, attention, memory, learning, language, social communication, and adaptive functioning). Traditional assessment by a school psychologist would not be sufficient to identify the difficulties characteristic of children with FASD. Children of average intelligence with FASD, and without obvious dysmorphic facial features, are at high risk for developing secondary disabilities in adolescence and adulthood. These are the children most likely to present in school settings. Early identification of this "hidden disability" is essential for long-term positive outcomes. For this reason, school psychologists need to be aware of how to screen for FASD..
Topical Name Used as Subject : Psychological tests, Educational psychology, Psychotherapy, Developmental psychology
Information of biblio record : TL
 
 
 
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