Handouts for a presentation on the linkages between the concept of neurodiversity and a strength-based approach to working with students diagnosed as having FASD.
Beyond the EU: DORA and NIS 2 Directive's Global Impact
Neurodiversity in the Classroom - Minnesota Organization on Fetal Alcohol Syndrome
1. Neurodiversity in the Classroom
Strength-Based Strategies for Adolescents with
Fetal Alcohol Spectrum Disorders
Thomas Armstrong, Ph.D.
www.institute4learning.com
Sixth Annual FASD Matters Conference
MOFAS
Minneapolis, Minnesota
November 8, 2017
2. Neurodiversity
An idea which asserts that atypical
(neurodivergent) neurological
development is a normal human
difference that is to be recognized and
respected as any other human variation.
3. Niche Construction
• Helping to ensure the thriving of an
organism by directly modifying the
environment in such a way that it
enhances that organism’s chances for
survival.
4. Positive Niche Construction
• Helping to ensure the thriving of a teen
by directly modifying the environment
in such a way that it enhances that
teen’s chances for success.
5. Principles of Neurodiversity
• The Brain is a Rain Forest
• Cultural Values Dictate Disorders
• Success = Adapting to the Environment
• Success = Changing the Environment
• Niche Construction Modifies the Brain
6. Elements of Positive Niche Construction
• Strength Awareness
• Positive Role Models
• Assistive Technologies/UDL
• Strength-Based Learning Strategies
• Enhanced Human Resource Network
• Affirmative Career Aspirations
• Positive Environmental Modifications
7. Some FASD-Related Strengths
• Music
• Art
• Computers
• Mechanics
• Woodworking
• Trade Vocations
• Creative Writing
• Long-Term Visual
Memory
• Experiential Learner
• Hands-On
• Relationship Learner
• Multi-Sensory
• Contextual Learner
• Pleasure Reading
• Spelling
From Diane Malbin, Trying Differently
Rather Than Harder, 3rd Edition, pp. 40-41
8. 8
Neoteny: retention of juvenile
characteristics in the adults of a
species
“a major evolutionary trend in human
beings" is ‘greater prolongation of
childhood and retardation of maturity.’“
J.B.S. Haldane
9. The Eight Intelligences
• Word Smart
• Number/Logic Smart
• Picture Smart
• Body Smart
• Music Smart
• People Smart
• Self Smart
• Nature Smart
12. MI Inventory
Check those statements that apply:
Linguistic Intelligence
__ Writes better than average for age.
__ Spins tall tales or tells jokes and stories.
__ Has a good memory for names, places, dates, or trivia.
__ Enjoys word games.
__ Enjoys reading books.
__ Spells words accurately
__ Appreciates nonsense rhymes, puns, tongue twisters, and other fun word antics.
__ Enjoys listening to the spoken word (stories, commentary on media, talking books etc.)
__ Has a good vocabulary for age.
__ Communicates to others in a highly verbal way.
Logical-Mathematical Intelligence
__ Asks a lot of questions about how things work.
__ Enjoys working or playing with numbers.
__ Enjoys math class.
__ Finds math and computer (logic) games interesting.
__ Enjoys playing chess, checkers, or other logical strategy games.
__ Enjoys working on logic puzzles or brainteasers.
__ Enjoys putting things in categories, hierarchies, or other logical patterns..
__ Enjoys science class.
__ Shows interest in science-related topics.
__ Does well on Piagetian-type assessments of logical thinking.
13. MI Inventory
Spatial Intelligence
__ Reports clear visual images.
__ Reads maps, charts, and diagrams more easily than text.
__ Daydreams a lot.
__ Enjoys art activities.
__ Good at drawings.
__ Likes to view movies, slides, or other visual presentations.
__ Likes to draw or doodle.
__ Builds interesting three-dimensional constructions using legos or other building materials.
__ Gets more out of pictures than words while reading..
__Enjoys doing puzzles, mazes, or similar visual activities.
Bodily-Kinesthetic Intelligence
__ Excels in one or more sports..
__ Moves, twitches, taps, or fidgets while seated for a long time in one spot.
__ Cleverly mimics other people’s gestures or mannerisms.
__ Loves to take things apart and put them back together again.
__ Puts his/her hands all over something he’s/she’s just seen.
__ Enjoys running, jumping, wrestling, or similar activities (e.g. running to class, jumping over a chair etc.).
__ Shows skill in a craft (e.g. woodworking, sewing, mechanics), or good fine-motor coordination in other ways.
__ Has a dramatic way of expressing herself/himself.
__ Enjoys dare devil amusement rides.
__ Enjoys working with clay or other tactile experiences (e.g. finger painting).
14. MI Inventory
Musical Intelligence
__ Has a pleasant singing voice.
__ Can tell when a musical note is off-key.
__ Frequently listen to music on radio, records, cassettes, or compact discs.
__ Plays a musical instrument.
__ Remembers melodies of songs.
__ Has a rhythmic way of speaking and/or moving.
__ Unconsciously hums to himself/herself.
__ Taps rhythmically on the table or desk as he/she works..
__ Is sensitive to environmental noises (e.g. rain on the roof)
__ Sings songs that he/she has learned outside of the classroom.
Interpersonal Intelligence
__ Enjoys socializing with peers.
__ Seems to be a natural leader.
__ Gives sound advice to friends who have problems
__ Seems to be street-smart.
__ Belongs to clubs, committees, organizations,or informal peer groups (e.g. cliques, gangs, etc.).
__ Enjoys informally teaching other kids.
__ Likes to play games with other kids.
__ Has two or more close friends.
__ Has a good sense of empathy or concern for others.
__ Others seek out his/her company.
15. MI Inventory
Intrapersonal Intelligence
__ Displays a sense of independence or a strong will..
__ Has a realistic sense of his/her abilities and weaknesses.
__ Does well when left alone to play or study.
__ Marches to the beat of a different drummer.
__ Has an interest or hobby that he/she doesn’t talk much about.
__ Has a good sense of self-direction.
__ Prefers working alone to working with others.
__ Accurately expresses how he/she is feeling.
__ Is able to learn from his/her mistakes and failures in life.
__ Has a good sense of self-esteem.
Naturalist Intelligence
__ Relates better to animals (e.g. pets),than to people..
__ Likes field trips to natural settings.
__ Notices details in natural formations (e.g. clouds, mountains, geology, etc.) that others might miss.
__ Likes to hang around the gerbil cage, aquarium, terrarium, or other natural objects in class.
__ Prefers to spend free time in natural setting.
__ Speaks out for the rights of animals, or the preservation of the environment.
__ Has an ability to identify different kinds of birds, plants, or other living things.
__ Has a pretty highly developed sense of ecological awareness and/or sense of responsibility for helping to take care
of Mother Earth.
__ Enjoys doing nature projects, such as bird watching, butterfly or insect collections, or raising animals..
__ Does well in topics at school related to living systems (e.g. biology, environment studies etc.).
16. Neurodiversity Strengths Checklist
Personal Strengths
___ Enjoys working independently
___ Has a good sense of his/her personal strengths and
weaknesses
___ Learns from past mistakes
___ Has persistence in carrying out assignments or activities
___ Is courageous in dealing with adversity and/or the
unknown
___ Keeps a personal diary or journal
___ Has a good sense of humor
___ Possesses a sense of responsibility
___ Has strong opinions about controversial topics
___ Marches to the beat of a different drummer
___ Handles stressful events well (e.g. is resilient)
___ Has good character (e.g. honesty, integrity, fairness)
___ Has the ability to set realistic goals for him/herself
___ Has a sense of confidence or high self-esteem
___ Has good self-discipline
___ Has personal ambitions in life
___ Displays good common sense
___ Possesses personal vitality, vigor, or energy
Communication Strengths
___ Explains ideas or concepts well to others
___ Asks good questions
___ Is a good storyteller
___ Is a good joke teller
___ Has good listening skills
___ Handles verbal feedback (especially negative feedback)
well
___ Has good articulation ability
___ Is able to effectively use non-verbal cues to communicate
with others
___ Is persuasive in getting someone to do something
___ Has good assertive skills without being pushy
Emotional Strengths
____ Is emotionally sensitive to perceiving the world around
him/her
____ Has an optimistic attitude toward life
____ Can tell how he/she is feeling at any given moment
____ Can easily pick up on the emotional state of another person
____ Is able to handle strong internal feelings in a
constructive manner
____ Receives gut feelings about things
From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help
Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.
"Reproduced with permission. Learn more about ASCD at www.ascd.org."
17. Neurodiversity Strengths Checklist
Social Strengths
___ Has leadership ability
___ Has a good sense of empathy for others
___ Enjoys socializing with others
___ Is good at helping others
___ Is kind or affectionate towards others
___ Has at least one good friend
___ Prefers working with others
___ Likes to play board games and/or card games with others
___ Has skill in refereeing disputes conflicts between
classmates
___ Is polite and has good manners
___ Is able to work out his/her own conflicts with others
___ Works well in groups
___ Volunteers his/her time in some worthy cause
___ Belongs to at least one club or social group (e.g. Scouts.)
___ Has a good relationship with at least one family member
___ Is friendly to others
___ Is good at sharing with others
___ Follows class rules
___ Has a good relationship with at least one teacher in the
school
___ Has good personal hygiene
___ Trusts others without being taken in
___ Is liked by his peers
Cognitive Strengths
___ Has good organizational skills
___ Has good study skills
___ Is able to use cognitive strategies (e.g. self-talk) in
solving problems
___ Is able to pay close attention to details
___ Has a good short-term and/or long-term
memory
___ Is able to think ahead
___ Is able to become totally absorbed in an activity
___ Can easily divide his attention between two or more
activities
Cultural Strengths
___ Has traveled to other countries
___ Speaks more than one language
___ Is tolerant of others who have cultural, ethnic, or racial
differences
___ Has pride in his/her own cultural, ethnic, or racial
background
___ Likes to find out about historical events around the world
___ Enjoys learning about different cultural traditions
From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help
Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.
"Reproduced with permission. Learn more about ASCD at www.ascd.org."
18. Neurodiversity Strengths Checklist
Literacy Strengths
___ Enjoys reading books
___ Has good reading comprehension
___ Enjoys doing word puzzles or playing word games
___ Is a good writer in one or more genres (e.g. poetry,
stories, reports, letters)
___ Is a good speller
___ Has a large vocabulary
___ Enjoys listening to audio books or to someone telling a
story or reading out loud
Logical Strengths
___ Does well in science class
___ Can estimate things easily
___ Enjoys working with numbers and/or statistics
___ Is good at solving math problems
___ Has a chemistry set or other science kit that he/she works with
at home
___ Has an interest in astronomy, chemistry, physics, or biology
___ Enjoys logical or number games or puzzles like Rubik’s cube
or Sudoku
___ Can easily calculate numbers in his/her head
Visual-Picture Smart Strengths
___ Has an aptitude for fixing machines
___ Likes to create three-dimensional structures with building
materials
___ Is good at doing jigsaw puzzles or other visual puzzles
___ Is able to read maps well
___ Reports being able to visualize images clearly
___ Gets information more easily through pictures than words
___ Is sensitive to the visual world around him/her
Physical Strengths
___ Has a good sense of balance
___ Learns material best when moving around
___ Likes to ride his/her bike, skateboard, and/or other self-powered
personal vehicle
___ Is good at playing team sports like baseball, soccer, basketball, or
football
___ Is good at playing individual sports like tennis, swimming,
gymnastics, or golf
___ Is in good physical health
___ Likes to dance
___ Is physically strong
___ Is a fast runner or has other athletic abilities
___ Likes to exercise (e.g. weights, aerobics, jogging, treadmill)
___ Has good physical endurance
___ Has good physical flexibility
From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help
Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.
"Reproduced with permission. Learn more about ASCD at www.ascd.org."
19. Neurodiversity Strengths Checklist
Dexterity Strengths
___ Has a hobby building model cars, planes, ships or other
similar projects
___ Displays good handwriting
___ Likes to juggle or do magic tricks
___ Enjoys hand crafts like knitting, crocheting, embroidery,
or needlepoint
___ Likes to make things with his/her hands
___ Has good tactile ability
___ Enjoys arts and crafts like origami, collage, and/or paper
maché
___ Enjoys woodworking, carpentry, carving, and/or metal
work
____Has good eye-hand coordination
Nature Strengths
___ Has good rapport with animals
___ Is good at taking care of plants in the classroom or at home
___ Is sensitive to weather patterns
___ Takes care of a pet at home or at school
___ Is concerned about the welfare of the planet (e.g. is
ecologically-minded)
___ Likes to go hiking and/or camping in nature
___ Enjoys studying nature (e.g. insects, plants, birds, rocks,
and/or animals)
___ Likes to hunt or fish
___ Has a good sense of direction
Music Smart Strengths
___ Is sensitive to the rhythms of music
___ Enjoys playing a Music Smart instrument
___ Knows the music and lyrics of many songs
___ Has a particular interest in one or more Music Smart
genres (e.g. rock, classical, jazz)
___ Enjoys listening to music
___ Has a good sense of hearing auditory acuity
___ Has a good sense of pitch
___ Has a good singing voice
___ Makes up his/her own tunes or melodies with or
without/lyrics
High Tech Strengths
___ Likes to spend time using a computer, tablet, or smart
phone
___ Has a facility for playing video games
___ Likes to surf the Internet
___ Knows how to set up audio-visual or computer equipment
___ Likes to text on the phone
___ Enjoys social networking (e.g. blog, website, Facebook)
___ Enjoys using a still camera or video camera to record
events or express him/herself
___ Has several his/her own favorite movies or TV shows that
he/she likes to talk about
____Understands at least one computer language
From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help
Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.
"Reproduced with permission. Learn more about ASCD at www.ascd.org."
20. Neurodiversity Strengths Checklist
Creative Strengths
___ Expresses him/herself dramatically
___ Has a good imagination
___ Enjoys doodling, drawing, and/or painting
___ Likes to act in plays and skits
___ Works well with clay or other forms of sculpture
___ Demonstrates creativity in one or more school assignments
___ Possesses a love of beautiful things
___ Has ideas for futuristic or fantastic projects
___ Comes up with ideas that nobody else has thought of
Spiritual Strengths
___ Enjoys meditation, yoga, or some other form of
contemplation
___ Asks big life questions (e.g. what is the purpose of
life?)
___ Has a deep sense of wisdom
___ Participates in religious or other spiritual events
___ Has a philosophical attitude toward life
___ Has a strong faith in something higher than
him/herself
Miscellaneous Strengths
___ Likes collecting things (e.g. stamps, coins, buttons)
___ Loves to cook
___ Has a love of learning new things
___ Is a good test taker
___ Possesses a good memory for nighttime dreams
___ Is curious about the world around him/her
___ Has a good sense of time
___ Manages money well
___ Has good fashion sense in the clothes he/she wears
___ Has good entrepreneurial skills (e.g. has started own
business) started his/her own business
Other Strengths (write in other strengths not mentioned
elsewhere in checklist):
From: Thomas Armstrong, Neurodiversity in the Classroom: Strength-Based Strategies to Help
Students with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.
"Reproduced with permission. Learn more about ASCD at www.ascd.org."
21. Name of Student: Jake
Age: 14
Suggested Interventions to Construct a Positive Niche for
Jake
Strength Awareness good sense of own strengths; humor, verbal skills,
assertiveness, good with Legos, loves comics, computers, has
empathy with younger kids and adults
Positive Role Models find a comic or graphic book writer with dyslexia (e.g. Dav
Pilkey who writes Captain Underpants, or Scott Adams who
does Dilbert) that he can admire and learn about
Assistive
Technologies/UDL
give computer time, Echo Pen (LiveScribe), Dragon Naturally
Speaking (speech-to-text software), interactive books, Kurzweil
2000 text-to-speech software; animation software
Strength-Based Learning
Strategies
give him reading materials in areas of interest (e.g. comics ,
computers), have him learn coding, have him draw cartoon or
comic strips in lieu of more traditional writing assignments
Enhanced Human
Resource Network
Find a cartoon drawing class in the community he can take,
form a comic lovers club after school, have him teach comics or
coding to a younger student
Career Aspirations Animator. He could create user friendly software using pictures
to teach computer programming skills to others.
22. Name of Student:
Age:
Elements to Be Used in Elements of Positive Niche
Construction
Strength Awareness
Positive Role Models
Assistive
Technologies/UDL
Strength-Based Learning
Strategies
Enhanced Human
Resource Network
Career Aspirations
Positive Environmental
Modifications
23. The Risks of Adolescence
• Traffic Accidents
• Violence
• Suicide
• Alcohol Abuse
• Marijuana Abuse
• Tobacco and Nicotine Abuse
• Mental Illness
• Sleep Disorders
• Sexually Transmitted Diseases
• Prescription Drug Abuse
• Media Addiction
• Bullying
24. 8 Key Facts About Adolescent Brain
1. Gray Matter is Decreasing (Pruning)
2. White Matter is Increasing (Myelination)
3. Neurogenesis is Occurring (New Brain Cells)
4. Pruning Moves from Back to Front Over Time
5. Emotional Brain Develops Before Reasoning Brain
6. Process is Shaped by Environment (Neuroplasticity)
7. Evolutionary Advantages of Brain Changes
8. Extraordinarily Vulnerable to Environment
25. Evolutionary Advantages of Adolescent Traits
Adolescent Traits Evolutionary Advantage
Risk taking Drives them out of the parental nest and into
the world
Sensation seeking Ignites a desire to explore the world of which
they will become an integral part
Preference for being with peers Creates affiliations with the people they will
be spending most of their time with in
adulthood
Reward seeking Impels them to seek, find, and consume
survival-essential natural rewards such as
food, water, and warmth
Romantic and sexual
attraction to others
Connects them with possible mates with the
potential to procreate and pass along genes
to the next generation
26. Adolescent Risk Brain Friendly Practice
Poor Decision-Making Provide Opportunities to Choose
Identity Confusion Use Self-Awareness Assessments
Negative Peer Influence Employ Peer and Collaborative
Learning and Teaching
Emotional Turmoil Teach Emotional Self-Regulation
and Stress Management Strategies
Body Image Disturbances Integrate Physical Learning at Home
and School
Uncritical Thinking Teach Metacognitive Strategies
Impulsivity Use Expressive Arts Activities
Poor Reality Testing Engage with Real World Experiences
Adolescent Brain Friendly Practices
27. Brain Friendly Practice Specific Example of How It Can Be
Used with a Particular Teen w/ FASD
Provide Opportunities to Choose
Use Self-Awareness Assessments
Employ Peer and Collaborative
Learning and Teaching
Teach Emotional Self-Regulation
and Stress Management Strategies
Integrate Physical Learning at Home
and School
Teach Metacognitive Strategies
Use Expressive Arts Activities
Engage with Real World Experiences
Applying Adolescent Brain Friendly Practices
28. References p. 1
• Armstrong, Thomas. “Describing Strengths in Children Identified as ‘Learning Disabled’Using
Howard Gardner’s Theory of Multiple Intelligences as an Organizing Framework,” Ph.D.
Dissertation, (San Francisco, CA, California Institute of Integral Studies), Ann Arbor, MI: University
Microfilms International, 1987, 48(08A).
• Armstrong, Thomas. Multiple Intelligences in the Classroom, 4th ed. Alexandria, VA: ASCD, 2017.
• Armstrong, Thomas. The Power of Neurodiversity: Unleashing the Advantages of Your Differently
Wired Brain. Cambridge, MA: DaCapo Lifelong, 2010.
• Armstrong, Thomas. Neurodiversity in the Classroom: Strength-Based Strategies to Help Students
with Special Needs Succeed in School and Life. Alexandria, VA: ASCD, 2012.
• Armstrong, Thomas. ‘’Leonardo da Vinci’s IEP Meeting,’’
http://institute4learning.com/blog/2013/02/19/leonardo-da-vincis-iep-meeting/
• Blume, Harvey. “Neurodiversity,” The Atlantic, September 30, 1998.
http://www.theatlantic.com/magazine/archive/1998/09/neurodiversity/305909/
• Cooperrider, David, and Diane Whitney. Appreciative Inquiry: A Positive Revolution in Change.
San Francisco, CA: Berrett-Koehler Publishers, 2005.
• Doidge, Norman. The Brain that Changes Itself: Stories of Personal Triumph from the Frontiers of
Brain Science. New York: Penguin, 2007.
• Kent, Deborah, and Kathryn A. Quinlin. Extraordinary People with Disabilities. Children’s Press,
1997.
29. References p. 2
•Kolb, Bryan, etc. ‘’Age, Experience and the Changing Brain’’, Neuroscience & Biobehavioral Review,
March 1998.
•Kozik, Peter L. "Examining the Effects of Appreciative Inquiry on IEP Meetings and Transition
Planning,"doctoral dissertation, Syracuse University, June 2008.
•Montagu, Ashley. Growing Young. New York: Praeger, 1988.
•National Center on Universal Design for Learning - http://www.udlcenter.org/.
•Odling-Smee, F. John et al. Niche Construction: The Neglected Process in Evolution. Princeton, N.J.:
Princeton University Press, 2003.
•Rosenzweig, M. R., Bennett, E. L., & Diamond, M. C. (1972). Brain changes in response to experience.
Scientific American, Vol. 226, pp. 22-29.
•Shaw, P., et al. Attention-deficit/hyperactivity disorder is characterized by a delay in cortical maturation.
Proceedings of the National Academy of Sciences, December 4, 2007, Vol. 104 No. 49, pp.19649–19654.
•Singer, Judy. “Why Can’t You Be Normal for Once in Your Life,” in Mairian Corker and Sally French
(eds), Disability Discourse, Buckingham, England: Open University Press, 1999, p. 64.
•Character Strengths, Virtues in Action (VIA) - https://www.viacharacter.org/www/
•The Gallup Organization, Strengths Explorer - https://www.strengths-explorer.com/default.aspx
30. Additional Resources
• Armstrong, Thomas. ‘’Appreciating Special Education Students’ Diversity,’’ Education Week,
February 5, 2013. http://www.edweek.org/ew/articles/2013/02/06/20armstrong.h32.html
• Black, Jenn. ‘’Digital Transition Portfolios for Secondary Students with Disabilities,’’ Intervention
in School and Clinic, v46 n2 p118-124 Nov 2010.
• Chan, David W. ‘’Intellectual Styles of Exceptional Learners,’’ in Zhang, Li Fang et al. (eds).
Handbook of Intellectual Styles. New York: Springer, 2012
• Dykens, Elizabeth, M. (2006). “Toward a Positive Psychology of Mental Retardation,” American
Journal of Orthopsychiatry, Vol. 76, No. 2, pp. 185-193.
• Khatena, Joe, and E. Paul Torrence. Khatena-Torrance Creative Perception Inventory, New York:
Scholastic Testing Service, 1998. http://ststesting.com/ngifted.html
• Jane Nelsen, Positive Time Out: Roseville, CA Prima Publishing, 1999.
• Sanders, Christa A. ‘’Strengths Based Interventions for Students with Emotional and Behavioral
Disorders: Implications for School Counselors,’’ Master’s Thesis, Adler Graduate School, May,
2010.
• Zones of Regulation: www.zonesofregulation.com/products.html
31. FASD References
• Susan Ryan and Diane L. Ferguson, The Person Behind the Face of Fetal Alcohol Spectrum Disorder: Student
Experiences and Family and Professionals’ Perspectives on FASD. Rural Special Education Quarterly, 2006, 25(1),
pp. 32-40.
• Diane Malbin, Fetal Alcohol Spectrum Disorders: Trying Differently Rather Than Harder,, 3rd edition, Portland,
Oregon: FACETS Inc., 2017.
• Liz Kulp, The Best I Can Be: Living with Fetal Alcohol Syndrome or Effects, 4th Edition, San Bernardino, CA:
Better Endings, New Beginnings, 2017.
• James L. Sanders, A Long Journey: Biological and Non-Biological Parents’ Experiences Raising Children with
FASD, J Popul Ther Clin Pharmacol Vol 17 (2) Summer 2010: e308-e322.
• Jacqueline Pei, Jenelle M. Job, Cheryl Poth, Erin Atkinson, Assessment for Intervention of Children with Fetal
Alcohol Spectrum Disorders: Perspectives of Classroom Teachers, Administrators, Caregivers, and Allied
Professionals, Psychology, 2013. Vol.4, No.3A, 325-334 .
• Dorothy Badry, Deborah Goodman, and Jamie Hickey, chapter 12: The Caregiver Curriculum on FASD:
Transforming Practice through Knowledge and Education, (pp. 271-294) in H. Monty Montgomery, Dorothy Badry,
• Don Fuchs, and Daniel Kikulwe, Transforming Child Welfare: Interdisciplinary Practices, ,Field Education, and
Research, Regina, Saskatchewan: University of Regina Press, 2016.
• Jennifer Mariasine, Jacqueline Pei, Cheryl Poth, Dorothy Henneveld & Carmen Rasmussen, Adaptive Functioning,
Social Skills, Mental Health, and Personal Strengths among Adolescents with Prenatal Alcohol Exposure (PAE),
International Journal of Psychological Studies; Vol. 6, No. 2; 2014.
• Alberta Learning, Special Programs Branch, Teaching students with Fetal Alcohol Spectrum disorder : Building
strengths, creating hope. Edmonton, Alberta, 2004.
