Annotated Bibliography

Kevin Storey

Student # 6822515

University of Manitoba
 The following ten research studies were gathered for the purpose of collecting

information for my SRV Implementation Project. The focus of my research was on how children

with FASD compared with children who had a typical upbringing. I attempted to use studies

based on Canadian students, but I found that most studies were primarily US based. In fact,

one study, Patterns of Cognitive-Motor Development in Children With Fetal Alcohol Syndrome

From a Community in South Africa, explicitly pointed out this issue as a reason for conducting

the research in South Africa. I was able to discover two research papers, Special Education of

Children with Fetal Alcohol Spectrum and Executive Function Deficits in Children with Fetal

Alcohol Spectrum Disorders (FASD) Measured Using the Cambridge Neuropsychological Tests

Automated Battery (CANTAB), which were Canadian based and also incredibly informative for

my own research.

I would like to clarify my usage of FAS and FASD throughout these annotations. In order

to stay true to the journals, I chose to use whichever reference the researchers used. If the

researchers referenced the disorder as FAS, then I also used that terminology in my annotation.

All images requiring attribution have been appropriately referenced. Those not

requiring attribution do not have any reference information under them.

 Special Education of Children with Fetal Alcohol Spectrum

Reference: Popova, S., Lange, S., Burd, L.,
Nam, S., & Rehm, J. (2016). Special education
of children with fetal alcohol spectrum
disorder. Exceptionality,24(3), 165-175.
doi:10.1080/09362835.2015.1064415
Purpose: The purpose of this study was to
estimate the number of children with FAS/FASD
receiving special education in Canada and the
financial cost associated with providing that
education.

Summary: Surveys requesting data about the Figurative Representation:

number of FAS/FASD children and special
needs children receiving special education
were sent to the Minister of Education in each
province and territory. The researchers also
requested data for the cost of special
education for each child per year. Using this
data as well as information from the
Participation and Activity Limitation Survey
2006, the researchers were able to estimate
the individual cost of education for children
with FAS/FASD. Survey data was received from
8 out of 13 provinces and territories.

Outcomes: Questions:
4.2% (ages 5-9) and 4.9% (ages 10-14) of 1. How does funding for FAS/FASD children
children have one or more disabilities. compare with funding for other disabilities
On average, more boys have disabilities like ADHD, autism, etc.?
than girls. 2. Why are so many FAS/FASD children not
43.1% (ages 5-14) of children with getting funded?
disabilities are receiving special education.
10% of children affected by FAS/FASD are
receiving special education.
Boys receive approximately double the
funding that girls receive for FAS/FASD
funding.
Implications for change project

The implications for this project is that this study conveys that there is a sense of urgency when
helping students adjust to life with FAS/FASD. With only 10% of children affected by FAS/FASD
receiving funding, it is clear that at some point in Brandons time in the school system, he may lose
his funding. It is clear that at this point while there is funding available to provide Brandon with EA
support, it is vitally important that this support is being used to its fullest potential.
 What Really Works in Special and Inclusive Education

Reference: Mitchell, D. R. (2014). What really
works in special and inclusive education: using
evidence-based teaching strategies (298-315).
London: Routledge.
Purpose: The purpose of this book is to provide
evidence-based teaching strategies that can be
used in special and inclusive education. The
focus for this annotation is chapter 27 which
focuses on adapting the classroom programme
to suit all learners.

Summary: The author justifies the use of Figurative Representation:

inclusivity in the classroom by citing several UN
accords and statements calling for educators to
meet the learning needs of all children. The
author states that inclusivity is not always met
with universal support, but with the correct
strategies, it can be successful in the
classroom. The author provides a formula for
success: Inclusive Education = V+P+5As+S+R+L.
It Takes a Village by Aaron Davis is licensed
Following this set of ideals will allow an
under CC BY 2.0
educator to provide a full learning experience
for all students in the classroom.

Outcomes: Questions:
Inclusive Education = V+P+5As+S+R+L 1. How can a teacher avoid
Vision commitment and willingness required on the part of burn out when
the educator. attempting to teach a class
Placement age appropriate placement is necessary for that may have a large
students with special needs. number of students
Adapted curriculum flexible and relevant curriculum that requiring special
can be taught using multi-level teaching. adaptations to the
Adapted assessment focus on assessment for learning; curriculum?
provides feedback. 2. What is the teachers
Adapted teaching adoption of multiple teaching strategies. option when the leadership
Acceptance acknowledgement that special needs students / team support is not
have equal right to the classroom. present?
Access physical access to all areas and services is necessary.
Support it takes a team (parents, teachers, resource
teachers, etc.).
Resources appropriate resources are required to help the
learner.
Leadership an inclusive culture needs to be developed from
the top down.
Implications for change project

The implications for this project is that this whole book, not just the annotated chapter, can be a
useful tool for helping me design an inclusive classroom that helps Brandon achieve success. With
regard to this specific chapter, the author has provided a concrete plan that I can follow in order to
create an inclusive environment for Brandon.
 The Explosive Child

Reference: Greene, R. W. (2014). The explosive
child: a new approach for understanding and
parenting easily frustrated, chronically
inflexible children (21-47). New York: Harper.
Purpose: The purpose of this book is to help
parents understand why their child may struggle
with inflexibility and explosive anger. The focus
of this annotation is the 3rd chapter Lagging
Skills and Unsolved Problems. This chapter
describes how children may react in an angry
way when faced with challenges that they feel
they are ill-equipped to handle.

Summary: The author breaks this chapter Figurative Representation:

down into sections focusing on specific types of
lagging skills and unsolved problems. The
focus is on understanding that some children
will struggle to gain the skills needed to make
transitions, solve complex social problems, and
understand consequences for poor choices.
These skill-set deficits will often result in
emotional outbursts due to frustration. The
author provides a set of common situations
that may lead to outbursts and the steps
needed to help the child work through these
challenges. Pretend-Angry Face by Michael Bentley is
licensed under CC BY 2.0

Outcomes: Questions:
Noncompliance is often confused with rebellion when 1. Could explosive outbursts be a
it may well be that the child does not understand how learned behaviour that a child
to do what is requested. uses to avoid doing things that he
Many children struggle with considering that there or she knows how to do but just
may be more than one solution to a problem and may doesnt want to do?
rebel when their chosen action is denied to them. 2. When does noncompliance cross
Many children struggle to communicate their the line into outright rebellion,
emotions effectively and may end up using and do the strategies included in
crude/disrespectful language to convey their feelings. this chapter work with those
I.e. saying Shut up! instead of Please be quieter. situations?
Many children struggle with handling multiple
emotions and will end up shutting down when faced
with too much stress.
Many children struggle with abandoning an idea or
action once started even though it is clear that it is not
successful.
Implications for change project

The implication for this project is that many of the struggles I handle in the classroom with
Brandon are based on noncompliance. Some of these struggles are based on power, as Brandon
tends to feel that he doesnt have a lot of control over what he is able to do during the school day.
Many negative situations, though, are completely tied in to Brandon facing challenges that he does
not have the skill-sets to handle on his own. The strategies laid out in this chapter, as well as the
whole book, will help me identify these situations and pinpoint why noncompliance is an issue in
certain circumstances.
 Prenatal Alcohol Exposure, FASD, and Child Behavior: A Meta-analysis

Reference: Tsang, T. W., Lucas, B. R., Olson, H.
C., Pinto, R. Z., & Elliott, E. J. (2016). Prenatal
Alcohol Exposure, FASD, and Child Behavior: A
Meta-analysis. Pediatrics,137(3).
doi:10.1542/peds.2015-2542
Purpose: The purpose of this study was describe
the behavioural characteristics of children with
PAE and/or FASD within the school system. The
researchers acknowledge that children with PAE
and/or FASD are more prone to disruptive
behaviour and life-damaging actions. The
researchers goal was to create an analysis of
behavioural ratings based on data collected from
ASEBA School-Age forms.

Summary: This study focused on two primary Figurative Representation:

data collection sources. First, the researchers
compiled reference lists from previously
completed studies on this subject. Second, the
researchers conducted surveys focusing on
collecting data regarding how students
internalized and externalized the challenges
they encountered. The focus of internalizing
problems focused on anxiety, depression, and
other issues dealing with the mind.
Externalizing problems focused on rule
breaking and aggressive behaviour.
Photo is licensed under CC BY 2.0

Outcomes:
Analysis of 24 previously completed studies
revealed that there was no consistent system used
to analyze behaviour.
Teacher and parent ratings revealed that the issue
of internalizing and externalizing problems is
greater in children with FASD compared to those
without.
Children with FASD tend to have a higher rate of
externalizing problems when compared with
children who have ADHD.
Somatic issues (anxiety, depression, and other
issues dealing with the mind) were similar between
students with FASD and peers within the Normal
range.
Very little data was available for analyzing students
who had PAE. Only 1 out of 24 studies provided
this type of analysis.
Questions:
1. Is there a correlation between the
lack of data for PAE and the stigma
attached to admitting alcohol
consumption during pregnancy?
2. Although the data shows that
somatic issues are comparable
between students with FASD and
peers without, have there been
studies conducted showing whether
this stays consistent when these
children reach adulthood?
Implications for change project

The implication for this project is that this study verifies two truths that I have observed in the
classroom. First, Brandon struggles greatly with externalizing problems and acts out based on how
his frustrations are affecting his emotions. This results in classroom disruptions that cause further
damage and devaluation in the eyes of his classmates. Second, Brandon may struggle initially with
somatic issues, but these are short-lived and can usually be countered with diverting his attention
away from the large picture and helping him focus on the small steps needed to accomplish a task.
 Math Performance and Behavior Problems in Children Affected by Prenatal Alcohol Exposure:
Intervention and Follow-Up
Reference: Coles, C. D., Kable, J. A., & Taddeo,
E. (2009). Math performance and behavior
problems in children affected by prenatal
alcohol exposure: Intervention and follow-
up. Journal of Developmental & Behavioral
Pediatrics,30(1), 7-15.
doi:10.1097/dbp.0b013e3181966780
Summary: Families with children between the
ages of 3 and 10 who had FASD were recruited
and enrolled in the MILE program. These
children were assessed and enrolled in a six-
week tutoring program. Teachers were also
involved in a consultation role. Children were
assessed at the onset of the program and then
again six months after the tutoring program
ended. Teachers and caregivers were asked to
fill out questionnaires at the 6-month stage to
assess change. At the 6-month stage, students
were assessed using standardized testing
programs.
Outcomes:
Caregivers who participated in this program
overwhelmingly rated the experience as
informative and helpful.
Most caregivers responded that this program
provided them the ability to help their child
improve in math.
25% of the student group made significant gains
on 2 or more math measures and 39% made gains
in 1 measure.
Aggressive behaviour changes improved mostly in
students in the 3 5 age group, but there was not
a consistent improvement with the 6 10 age
group.
Children who had more severe impairments due
to FASD had more significant gains compared to
children with lesser impairments.
Purpose: The purpose of this study was to
evaluate the Math Interactive Learning
Experience (MILE) and its impact on improving
premath and math skills in children aged 3 10.
The focus was on whether the effects of math
intervention persisted after treatment ended and
whether the changes were consistent between
home and school.
Figurative Representation:
Photo by Timothy Kim is licensed under CC BY
2.0
Questions:
1. This study only followed up the
students at the 6-month mark after
completing the tutoring program.
What might the effects of this program
be in the long term?
2. One issue that the researchers had was
that the study period overlapped 2
different school years, thus creating a
situation where the teacher at the
beginning of the study was different
from the teacher at the end of the
study. How could this situation have
been avoided?
Implications for change project

Brandon struggles greatly with math concepts, and although there has been intervention in this
area, Brandons math skills still lag greatly behind his peers. This has created a situation where
Brandon feels that he is being excluded from the learning experience that the other students
participate in. In grade 6, we have moved beyond basic math skills and are now using those skills
to solve more complex problems. Brandon is not capable of successfully understanding these
concepts, and this makes him feel excluded from this learning process. This study demonstrates
that with intensive tutoring, Brandon may be able to experience more success in math.
 Neuropsychological Deficits in Adolescents with Fetal Alcohol Syndrome

Reference: Olson, H. C., Feldman, J. J.,
Streissguth, A. P., Sampson, P. D., & Bookstein,
F. L. (1998). Neuropsychological deficits in
adolescents with fetal alcohol
syndrome. Alcoholism: Clinical & Experimental
Research,22(9), 1998. doi:10.1097/00000374-
199812000-00016
Purpose: The purpose of this study was to
determine the level of impairment in high
functioning individuals with FAS as compared to
peers with comparable IQ levels. The study
focused on analyzing behavioural traits as well as
learning skills characterized by this group of
individuals with FAS. The reasoning behind the
study was that individuals with FAS tend to
struggle greatly in society once they leave the
school system.

Summary: This study focused on a group of Figurative Representation:

students with FAS between the ages of 14 and
16. The results were compared with data
obtained from non-FAS affected students. A
variety of psychological and neurological tests
were conducted on both focus groups to
determine cognitive skills. The purpose of
these tests was to determine how individuals
with FAS are affected with regard to their
memory, auditory attention skills, reading
skills, and the ability to focus on abstract
concepts. Mental Illness by Alex Priomos is licensed
under CC BY 2.0

Outcomes: Questions:
Students with FAS tended to perform poorly on tasks involving 1. This study was conducted
attention, memory, and cognitive flexibility. in the confines of a
Students with FAS had greater difficulty with short-term laboratory. How might
auditory memory compared to the peer group. the results differ if these
Students with FAS did very poorly with activities involving same studies were
spatial memory, reasoning, and cognitive flexibility. conducted in the
Students with FAS compared favourably with their peer group classroom?
with reading speed. 2. How might the results
Although reading speed was similar to the peer group, from the students with
students with FAS struggled with comprehension and FAS be comparable to
sustaining their attention over a long period of time. non-FAS students who
Students with FAS struggled with social competence and were demonstrate consistent
consistently rated lower than those students in the peer group. behavioural issues?
Although all students with FAS struggled with different aspects
of the testing, there was no consistent pattern that applied to
all the students.
Implications for change project

One of the rationales for this study was that high-performing individuals with FAS struggle when
they reach adulthood. Although they can perform close to their peer group, life tends to be very
difficult for these individuals when they leave the school system. This applies directly to Brandon,
as we consider the skillsets we need to teach Brandon while he is still in the safe confines of the
school system. I cannot attest to Brandons IQ level, but he has regularly demonstrated that he
understands concepts that would appear to be complex. For Brandon, this is frustrating because
he has difficulty demonstrating his knowledge of these concepts, and in a public setting, this
causes other people to view him as not knowing what is being taught in the classroom.
 Emotion-related Learning in Individuals Prenatally Exposed to Alcohol: An Investigation of the
Relation Between Set Shifting, Extinction of Responses, and Behavior

Reference: Kodituwakku, P. W., May, P. A.,
Clericuzio, C. L., & Weers, D. (2001). Emotion-
related learning in individuals prenatally
exposed to alcohol: An investigation of the
relation between set shifting, extinction of
responses, and
behavior. Neuropsychologia,39(7), 699-708.
doi:10.1016/s0028-3932(01)00002-1
Purpose: The purpose of this study was to
determine how being prenatally exposed to
alcohol affected childrens ability to perform
emotion-related learning skills. The study also
focused on conceptual set shifting and
intellectual ability.

Summary: The researchers selected a group of Figurative Representation:

20 children who had been prenatally exposed
to alcohol. Half of these children were
diagnosed with FAS. A control group of
children from similar e
thnic background and age was also selected.
First, research was conducted on how the
prenatally exposed children were able to
perform with reversal learning activities. The
researchers continued testing the children with
a variety of tests designed to assess cognitive
abilities with sorting and set-shifting abilities.

Outcomes: Questions:
Children who had been prenatally exposed to alcohol 1. Most members of this study
performed worse than the control group with sorting came from ethnic minorities.
activities. Is there a correlation
With reversal learning, the prenatally exposed group was between ethnic minorities
able to meet the learning criterion but required more and the prevalence of
learning trials than the control group. children being prenatally
With the personal behaviour checklist, the prenatally exposed to alcohol?
exposed group performed more poorly than the control 2. The ages of the participants
group, as the prenatally exposed group demonstrated more in this study ranged from 6
behavioural problems with conceptual and emotional set to 19. Were there any
shifting. consistent similarities that
The study found that prenatally exposed children struggled appeared within certain age
more with completing activities that involved reversing their groups?
previous decisions.
The study also found that behavioural problems rated by
the childrens parents were closely linked to emotional set
shifting.
Implications for change project

The implication of this study for Brandon is that this study reveals that students who have been
prenatally exposed to alcohol have difficulty performing activities that involve reversing activities.
Children with FAS require very rigid routines, and this study confirms that when those routines are
eliminated, these children will struggle to complete activities and learn those new routines.
 Patterns of Cognitive-Motor Development in Children With Fetal Alcohol Syndrome From a
Community in South Africa

Reference: Adnams, C. M., Kodituwakku, P.
W., Hay, A., Molteno, C. D., Viljoen, D., & May,
P. A. (2001). Patterns of cognitive-motor
development in children with fetal alcohol
syndrome from a community in South
Africa. Alcoholism: Clinical and Experimental
Research,25(4), 557-562. doi:10.1111/j.1530-
0277.2001.tb02250.x
Purpose: The purpose of this study was to
provide a detailed analysis of the effect of FAS on
cognitive motor development in school-age
children in a non-western country. The
argument was that most studies have been
conducted in North America and Europe, and
conducting a study in a non-western area may
contribute to the understanding of the
interactions between alcohol, genetic factors and
the environment.

Summary: This study was conducted with 68 Figurative Representation:

children, half of whom were diagnosed with
FAS and half acting as a control. Most of the
students with FAS came from economically
disadvantaged families. Tests were conducted
using the Griffiths Mental Development Scales.
These tests were done to assess the cognitive
and motor development of the participants.
The home environment was also assessed in
order to determine whether there was a
correlation between the environment and the
results of the tests.

Outcomes: Questions:
Students with FAS performed less competently with 1. This study assessed the affects of
higher-order cognitive tasks compared to the control FAS in a small community in South
group. Africa. How did these results
The study documented that students with FAS compare with results in a similar
struggled with academic problems, especially with socio-economic community in North
math. America or Europe?
Students with FAS performed poorly with higher- 2. Although genetic differences were
order sequencing activities compared to the control part of the original rationale for this
group. study, the study did not explicitly
Students with FAS struggled with language tests address this. Do the researchers
designed to assess how well students understood feel that genetic differences
words, used proper grammar and were able to write. between western and non-western
Although the students with FAS were comparable children play a role in the affects
with the control group with regard to gross motor FAS has on children?
skills, they did struggle with fine motor skills.
Implications for change project

Although this study focused on the typical issues faced by children with FAS (behavioural,
cognitive, and attention issues), the description of the findings from the gross motor skills applies
to Brandon. Brandon is very good with his hands. He has demonstrated tremendous fine motor
skills by building objects using popsicle sticks. His origami skills are unmatched in the classroom.
These skills can demonstrably help Brandon feel valued in the class, as students will view his
handiwork with admiration.
 Executive Function Deficits in Children with Fetal Alcohol Spectrum Disorders (FASD) Measured
Using the Cambridge Neuropsychological Tests Automated Battery (CANTAB)

Reference: Green, C., Mihic, A., Nikkel, S., Purpose: The purpose of this study was to test
Stade, B., Rasmussen, C., Munoz, D., & the hypothesis that children with FASD
Reynolds, J. (2009). Executive function deficits demonstrate performance deficits with tasks
in children with fetal alcohol spectrum that involve attention, planning, and spatial
disorders (FASD) measured using the working memory.
Cambridge Neuropsychological Tests
Automated Battery (CANTAB). Journal of Child
Psychology and Psychiatry,50(6), 688-697.
doi:10.1111/j.1469-7610.2008.01990.x

Summary: This Canadian study focused on Figurative Representation:

how students with FASD performed while
completing tasks using CANTAB. 97 students
were recruited for this research of whom 89
were diagnosed with FASD. A similar control
group was also established. Students were
tested while not under the influence of their
regular medication. Students were tested for
reaction time, ability to match patterns, and
their ability to retain short term memory.
Results were collated and assessed based on
age and sex. RGBW Filter Arrangement by Richard Lyon is
licensed under CC BY 2.0

Outcomes: Questions:
Reaction times among students with FASD was 1. This study was conducted in
significantly greater than those students in the control Ontario. Are these findings
group. comparable to similar studies
Students with FASD struggled with problem solving done in Manitoba, or have there
tests, and it was concluded that they did not spend been similar studies completed in
the time needed to form a proper strategy for Manitoba?
completing the problem sets. 2. What accounts for the significantly
When working with patterns, students with FASD greater reaction times in the
were slower than the control group. As patterns group of students with FASD?
increased in difficulty, the students took longer to
solve the patterns.
With spatial memory problems, the students with
FASD committed considerably more errors than the
control group.
Students with FASD solved considerably few problems
compared with the control group.
Implications for change project

The implication of this study for Brandon is that it demonstrates that students with FASD will
struggle to complete more complex problems. The increased reaction times in the study
demonstrate that students with FASD may have a tendency to attempt to solve problems without
first coming up with a suitable strategy. This is very true with Brandon, and as a result Brandon
tends to become easily discouraged when realizing how many mistakes he made on an assignment.
This can cause him to feel devalued and less than the other students who are able to take more
time to solve problems in class.
 Children with Fetal Alcohol Spectrum Disorders: A Descriptive Profile of Adaptive Function

Reference: Jirikowic, T., Kartin, D., & Olson, H.
C. (2008). Children with fetal alcohol spectrum
disorders: A descriptive profile of adaptive
function. Canadian Journal of Occupational
Therapy,75(4), 238-248.
doi:10.1177/000841740807500411
Purpose: The purpose of this study was to
analyze adaptive and maladaptive behaviours in
children with FASD as compared to children with
typical development. The focus was on
participation skills needed to interact with others
at school, home, and in the community.

Summary: The participants in this study Figurative Representation:

consisted of 25 children ages 5 8 with FASD
and 23 children with typical development as
the control group. Caregivers were asked to
complete the SIB-R checklist which provided
data for motor skills, social interaction and
communication skills, personal living skills, and
community living skills. The survey also
included a problem behaviour scale which
focused on internalized, asocial, externalized,
and general behaviour issues. This data was
collated and comparisons were made between
the children with FASD and the children in the
control group.
Christmas in a Nutshell by Christopher Blizzard
is licensed under CC BY 2.0

Outcomes:
Only 2 of the 25 children with FASD were living in a
stable home with their biological parents at the time
of the study.
Children with FASD scored significantly lower than
the control group in social interaction and
communication, personal living, and community
living clusters.
The highest scoring behavioural issue was disruptive
behaviours, followed by uncooperative behaviours.
Children with typical development also scored high
in these behavioural issues but not nearly has high as
those with FASD.
74% of children with FASD were found to require
frequent support in order to manage daily adaptive
skills and behaviour.
13% of children with FASD were found to require
extensive support and supervision.
Questions:
1. How can this study help children
with FASD with regard to the lack of
a stable home life that most of
these children experience?
2. Would the results for children
having typical development be
significantly closer to those with
FASD if they also experienced the
same home life instability that
children with FASD experience?
Implications for change project

The implication of this study for Brandon is that the lack of stability in the home appears to play a
large role in the disruptive behaviour characterized by students with FASD. In the year that I have
had Brandon in my classroom, he has been in three separate homes. The first one proved to be
extremely unstable and eventually Brandon was moved out and relocated into a much more stable
environment. The behavioural traits I observed during that time were significant and played a
large role in forming devaluing opinions about Brandon by his peers in the classroom.