DEVELOPMENTAL DISABILITIES AND BEHAVIOURAL INTERVENTIONS

TOPIC - ABA, Intellectual Disability and Fetal Alcohol Spectrum Disorder (FASD) & Neurodevelopment Trauma

CASE STUDY PROFILE: Child with Fetal Alcohol Spectrum Disorder Name: Alex Age: 8 years old Background: Alex was born to a mother who consumed alcohol regularly during pregnancy. He was diagnosed with FASD at the age of 3 after showing developmental delays and behavioral issues.

Physical/Medical Characteristics: Facial Features: Alex has distinct facial features associated with FASD, including a smooth philtrum (the groove between the nose and upper lip), thin upper lip, and small eye openings. Growth: He has below-average height and weight for his age. Hearing: Alex is hard of hearing. Because of sensory issues, it's difficult for Alex's medical team and family to determine the extent of these problems. Coordination Issues: Alex finds it challenging to balance himself at times and walk.

Cognitive and Behavioral Characteristics Learning Difficulties: Alex struggles with attention, memory, and problem-solving skills. He finds it challenging to follow instructions and often needs repeated guidance. Behavioral Issues: He exhibits impulsivity, hyperactivity, and difficulty in social interactions. Alex often has trouble understanding social cues and maintaining friendships. Emotional Regulation: Alex experiences frequent mood swings and has difficulty managing frustration and anger.

QUESTIONS

PART A - Biopsychosocial Factors (Specific to Alex)

Biological Factors: What are the biological or medical characteristics related to Alex's condition? (e.g., prenatal alcohol exposure, facial features, growth delays, hearing challenges, or coordination difficulties)

Neurological Features: What are the key neurological features of FASD and how do they show up in Alex's functioning? (e.g., brain development, cognitive challenges like memory, attention, sensory issues)

Psychological Traits: What psychological or behavioural traits does Alex show that are important to understand? (e.g., impulsivity, mood swings, difficulty following instructions)

Psychiatric Concerns: What mental health concerns or co-occurring conditions might be affecting Alex? (e.g., anxiety, emotional dysregulation, trauma-related behaviours)

Impact on Behaviour and Support Needs: How do these biological, neurological, psychological, and psychiatric factors affect Alex's daily behaviour, learning, and his need for structured support?

PART B - Barriers to Effective Support and Proposed Solutions (with research support)

Barriers: What are the major barriers to providing effective behavioural or mental health support for Alex? (e.g., communication challenges, impulsivity, complexity of FASD, lack of trauma-informed care, limited services)

Solutions: What are some realistic, research-based solutions that could reduce or overcome these barriers in Alex's case? (e.g., coordinated care, structured environments, use of visual supports)

ABA Adaptations: How can ABA-based strategies be adapted to better support Alex's specific challenges related to FASD, intellectual disability, and trauma? (e.g., trauma-informed ABA, individualized reinforcement systems, skill-building for emotional regulation)

PART C - Assessment and Intervention Approaches (with peer-reviewed evidence)

Assessment Tools

Appropriate Assessments: Which assessment tools would be appropriate to understand Alex's behaviour and developmental needs? Include at least one standardized tool (e.g., Vineland-3) and one functional behaviour assessment tool.

Why These Tools Work: Why are these assessments considered best practice for children with FASD and intellectual disability? Include evidence from peer-reviewed sources or clinical guidelines.

Intervention Strategies

Effective Interventions: What intervention strategies (ABA-based or psychological) would be most effective in helping Alex with his behavioural challenges and social/emotional development? (e.g., visual schedules, functional communication training, social skills training, emotion regulation support)

Why These Strategies Work: Why are these interventions supported by research as best practice for children with FASD and developmental disabilities?