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The Self-Awareness of Adolescents with FASD: A Secondary Analysis Study

  • Author / Creator
    Joly, Vannesa J
  • Fetal Alcohol Spectrum Disorder (FASD) describes a range of cognitive, behavioural, and social difficulties that can occur due to prenatal alcohol exposure. It is estimated that 1% to 4% of Canadians are affected by FASD. Individuals with FASD frequently demonstrate difficulties in their executive functions (EF), which are high-level cognitive processes required in goal-directed behaviours, such as working memory, inhibition, and attention shifting. EF is related to self-regulation, which is the ability to regulate their thoughts, feelings, and behaviours. Individuals with FASD frequently demonstrate difficulties related to self-regulation, which may be a hallmark of the disorder. An important first step in the regulatory process is taking note of one's internal states to regulate one's behaviours, referred to as self-awareness. To date, no researchers explored the self-awareness of individuals with FASD. This study explored the self-awareness of 27 adolescents with FASD who had completed a clinical intervention study. Difference scores were calculated to compare adolescent self-ratings of their internal arousal states with similar ratings from the interventionists trained to evaluate participants’ arousal states. Repeated measures ANOVAs of the difference scores were not statistically significant. There was a significant interaction effect between participants’ sex and difference scores (F(2,36) = 6.171, p=0.05). Correlations between participants’ and interventionists’ ratings were significant at all time points (p=0.01). These findings indicate that the online awareness of adolescents with FASD was consistent. Further study is needed to explore individuals' online awareness within FASD populations and examine whether online awareness is a potential area of strength for adolescents with FASD.

  • Subjects / Keywords
  • Graduation date
    Fall 2020
  • Type of Item
    Thesis
  • Degree
    Master of Education
  • DOI
    https://doi.org/10.7939/r3-nw6n-ws87
  • License
    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. Where the thesis is converted to, or otherwise made available in digital form, the University of Alberta will advise potential users of the thesis of these terms. 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.