ArticlePsychology in the schools2024
Teachers' needs for an FASD-informed resource: a qualitative interview needs assessment based on the ADAPT-ITT framework.
Article in Psychology in the schools, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Increasing Access to FASD-Informed Care: Bringing an Adapted Intervention to Mental Health Providers.Evidence-based practice in child and adolescent mental health · 2026Article
- Preventing exclusionary discipline and adverse life experiences in FASD: Teachers' ability to recognize students with FASD in the classroom and develop and implement preventative strategies to support learning and behavior.Alcohol, clinical & experimental research · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
Abstract
Background: Fetal alcohol spectrum disorders (FASD) represent a wide range of neurodevelopmental differences associated with prenatal alcohol exposure and are highly prevalent. The current study represents the initial stages in adapting the Families Moving Forward (FMF) Program, an evidence-based behavioral consultation intervention for caregivers of children with FASD, to a website for teachers. Aims: To understand teachers' needs and preferences for an FASD-informed intervention website and to assess the goodness of fit of the FMF Program to teachers and the school setting. Methods: Twenty-three teachers with experience teaching students with FASD were interviewed. Interviews were conducted via Zoom and lasted about 53 minutes on average. Data were transcribed verbatim and analyzed using qualitative content analysis in Dedoose. Results: Three overarching themes represented teachers' needs for an FASD-informed resource: teachers need evidence-based FASD information and strategies, teachers have very little extra time, and the needs of special and general education teachers vary. Teachers were positive about the concepts of the FMF Program and felt they would have good fit. Conclusions: Teachers need an evidence-based FASD-informed intervention that is easy to use, concise, and responsive to varying needs and levels of experience. Results will inform the adaptation process of the FMF Program.
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