Author(s)

Jacqueline Pei, Jenelle M. Job, Cheryl Poth, Erin Atkinson

Department of Educational Psychology, University of Alberta, Edmonton, Canada.

The present study begins to address the need for evidence-based approaches for guiding the psychological assessment of children with Fetal Alcohol Spectrum Disorders (FASD). This project represents an important step toward increasing links between research and practice in the communication and use of assessment results for informing intervention decisions. Using a qualitative research approach, the current study contributes to knowledge about concerns with current psychological assessment practices and offers suggestions for optimization based on conversations with teachers, administrators, caregivers and allied professionals. Thematic analysis of 11 focus groups and 3 interviews (N = 60) yielded 3 major findings: the need to focus on the whole child, the necessity of an assessment process that is responsive, and building capacity in the school. This study increases the links between research and practice as we move toward a model of assessment for intervention. Such a model has a strong potential for optimizing assessment practices to better meet the needs of children with FASDs as it promotes a shift that focuses on successful child outcomes regardless of diagnosis.

Fetal Alcohol Spectrum Disorders; Assessment; Intervention; Supports and Resources; Children; Focus Group

Pei, J. , Job, J. , Poth, C. & Atkinson, E. (2013). Assessment for Intervention of Children with Fetal Alcohol Spectrum Disorders: Perspectives of Classroom Teachers, Administrators, Caregivers, and Allied Professionals. Psychology, 4, 325-334. doi: 10.4236/psych.2013.43A047.