Kautz-Turnbull C, Rockhold M, Speybroeck E, Myers J, Petrenko C L M
Department of Psychology, Mt. Hope Family Center, University of Rochester, Rochester, New York, USA.
Alcohol Clin Exp Res (Hoboken). 2025 Aug;49(8):1828-1838. doi: 10.1111/acer.70100. Epub 2025 Jun 16.
People with fetal alcohol spectrum disorders (FASD) experience significant behavioral and academic challenges and high rates of exclusionary discipline practices (EDP). This study investigated teachers' perspectives on barriers and facilitators to recognizing students with FASD in the classroom, and how teachers develop and use preventative strategies to support students with FASD.
Qualitative interviews were conducted with 23 teachers with experience educating students with FASD. Data analysis used a phenomenological approach and content analysis.
Teachers identified barriers to recognition of students with FASD, including lack of diagnosis, stigma and discrimination, variability and inconsistency in skills, and compensatory strategies. Experienced teachers could recognize students with FASD and effectively supported students by tailoring existing strategies to the student's profile, building a positive relationship with the student, reframing their understanding of the student's behavior, and collaborating with others.
Results indicate experienced teachers' potential to reduce adverse outcomes and EDP for students with FASD.
患有胎儿酒精谱系障碍（FASD）的人面临重大的行为和学业挑战，且被排除在校纪处分措施（EDP）的比例很高。本研究调查了教师对于在课堂上识别患有FASD的学生的障碍和促进因素的看法，以及教师如何制定和使用预防策略来支持患有FASD的学生。
对23名有教育患有FASD学生经验的教师进行了定性访谈。数据分析采用现象学方法和内容分析法。
教师们指出了识别患有FASD的学生的障碍，包括缺乏诊断、污名化和歧视、技能的差异性和不一致性以及补偿策略。经验丰富的教师能够识别患有FASD的学生，并通过根据学生的情况调整现有策略、与学生建立积极的关系、重新理解学生的行为以及与他人合作来有效地支持学生。
结果表明经验丰富的教师有潜力减少患有FASD的学生的不良后果和EDP。
