Abstract
The purpose of this study was threefold: (1) to describe the characteristics of children identified with Fetal Alcohol Syndrome (FAS) and Fetal Alcohol Effects (FAE) as observed in the preschool and elementary school classrooms; (2) to determine effective classroom interventions used in early interventions programs for identified preschool FAS/FAE children in both public and nonpublic settings; and, (3) to identify effective classroom interventions used in nonpublic school programs for identified elementary FAS/FAE children. The goal of this study was to suggest implications for elementary educators of FAS and FAE in children and to recommend interventions other educators have found effective in working with targeted children. The researcher used descriptive and ex post facto research to conduct a survey by questionnaire of ninety (90) educators working with FAS/FAE children within Los Angeles County, CA. Seventy-three (73) questionnaires were returned for a response rate of 81 percent. The questionnaire provided quantitative and qualitative data and focused on characteristics, interventions, and areas of support. Data collected from four personnel groups within three different settings were compared by personnel group and by setting. The sample included educators from public schools, Head Start, nonpublic schools, and Special Education Program Specialists. The settings were public preschool, nonpublic preschool, and nonpublic elementary school. Seven characteristics and ten interventions were selected most frequently by all four personnel groups and in all three settings. "Temper tantrums" was selected as the most frequently observed characteristic, "classroom management program" was selected as the most effective intervention, and "staff development" was identified as the most significant need. Sixteen implications for further study were detailed. Three implications for action were identified: (1) provide staff and professional development, (2) provide interventions for FAS/FAE children within the regular classroom, and (3) form a support network of parents, educators, professionals, and community, The impact of FAS and FAE are lifelong and affect all realms of a person's functioning: physical, cognitive, emotional, social, and psychological. Each realm has implications for the elementary educator.