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Permanent link (DOI): https://doi.org/10.7939/R3125QM4F

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Integrating Effective and Feasible FASD Programming in Schools: An Executive Function Intervention Open Access

Descriptions

Other title
Subject/Keyword
fetal alcohol spectrum disorde
school
fasd
executive function
intervention
Type of item
Thesis
Degree grantor
University of Alberta
Author or creator
Hutchison, Marnie L
Supervisor and department
Pei, Jacqueline (Educational Psychology)
Examining committee member and department
Claypool, Tim (Educational Psychology and Special Education)
Rasmussen, Carmen (Pediatrics)
Boechler, Patricia (Educational Psychology)
Rinalidi, Christina (Educational Psychology)
Daniels, Lia (Educational Psychology)
Department
Department of Educational Psychology
Specialization
School and Clinical Child Psychology
Date accepted
2015-09-25T09:22:19Z
Graduation date
2015-11
Degree
Doctor of Philosophy
Degree level
Doctoral
Abstract
Developing appropriate and accessible services for individuals with fetal alcohol spectrum disorder (FASD) is a priority for caregivers and service providers, especially schools. For this reason, the serious game Caribbean Quest (CQ) was developed. CQ engages children’s attention and working memory, two processes sensitive to the effects of prenatal alcohol exposure. Educational assistants have been successfully trained to deliver CQ at school and children with FASD demonstrate significant improvements on attention, working memory, and academic fluency measures following training. The current study advanced this work and used neurocognitive and neurobehavioural assessment and teacher, educational assistant, and child interviews to examine the effectiveness and feasibility of CQ under a new condition – group delivery. The most robust finding reflected improvements in basic inhibitory control, suggesting this executive function might be the most sensitive to CQ training. Teachers reported significant improvements in working memory, behaviour regulation, metacognition, and overall executive functioning following treatment, although scores remained near or in the clinically significant range. Emerging themes from educator interviews will be formative in feasibly integrating CQ as school-based intervention. Group delivery came with benefits and challenges, but the prevailing message from this study is that outcomes are similar to or better than one-on-one treatment and it offers schools a feasible means of providing intervention to many children with FASD simultaneously.
Language
English
DOI
doi:10.7939/R3125QM4F
Rights
Permission is hereby granted to the University of Alberta Libraries to reproduce single copies of this thesis and to lend or sell such copies for private, scholarly or scientific research purposes only. The author reserves all other publication and other rights in association with the copyright in the thesis and, except as herein before provided, neither the thesis nor any substantial portion thereof may be printed or otherwise reproduced in any material form whatsoever without the author's prior written permission.
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