Family Characteristics & Educational Profiles of Children In Care with FASD & Outcomes For Children With FASD In A Specialized FASD Classroom

Transcription

1 Family Characteristics & Educational Profiles of Children In Care with FASD & Outcomes For Children With FASD In A Specialized FASD Classroom BY: Deborah Goodman, Child Welfare Institute, Children s Aid Society of Toronto & Janet Thompson, Winnipeg School Division, Winnipeg FOR: 2014 FASD Conference, Winnipeg, Manitoba DATE: November 4-5, 2014

2 Presentation 1 Study Questions 2 3 FASD & non-fasd child welfare families and children: Same or different? 4 Educational profiles of children in care with FASD: What do we know? Specialized, community-based classrooms for youth with FASD: Does it work? 5 Next Questions

3 1 Study Question 1 Q1) FASD & non-fasd child welfare families and children: Are they the same or different? METHODS: Analysis of secondary data from the Canadian Incidence Study of Reported Child Abuse and Neglect 2008 (CIS) Trocmé, Fallon, MacLaurin et al., STUDY LEAD: Dr. Deborah Goodman, CWI, CAST

4 Family Characteristics: FASD vs. Non FASD 60% 50% 40% 30% FAS/FAE No FAS/FAE 20% 10% 0% Alcohol abuse Drug/solvent abuse Cognitive impairment Mental health issues Physical health issues Few social supports Victim of domestic violence Perpetrator of domestic violence History of foster care/group home

5 Child Welfare Case Characteristics: FASD vs. Non FASD 45% 40% 35% 30% 25% 20% FAS/FAE No FAS/FAE 15% 10% 5% 0% Never 1 time 2-3 times >3 times Unknown

6 Child Welfare Service Characteristics: FASD vs. Non FASD 90% 80% 70% 60% 50% 40% FAS/FAE No FAS/FAE 30% 20% 10% 0% Opened for ongoing child welfare services Referral made Child welfare court Placement required

7 2 Study Question 2 Q2: The educational profiles of children in care with FASD: What do we know? METHODS: Analysis of secondary data from Year 12 Toronto Children s Aid Society, Ontario Looking After Children (OnLAC) data set STUDY LEAD: Dr. Deborah Goodman, CWI, CAST

8 2012/13 ~ CAS Toronto Year 12 OnLAC Data FASD Prevalence in a Crown Ward Population: yr YES Diagnosis Of FASD NO Diagnosis of FASD TOTAL Total AAR CAS Toronto % 14.1% 85.9% 100% Total AAR 209 2,769 2,978 Ontario % 7.0% 93% 100%

9 CAST Youth in Care with FASD~demographics AGES YES FASD Diagnosis NO FASD Diagnosis Gender n % n % Male % % Female % % TOTAL % % Age Group TOTAL % % % % % % Care Type Regular foster % % Specialized foster % % Treatment foster % % Other % 4 2.9% TOTAL % % missing 10 49

10 CAST Youth in Care with FASD ~demographics AGES FASD Diagnosis No FASD Diagnosis Learning Difficulties No 2 8.7% % Yes % % TOTAL % % Educational IPRC No % % Yes % % TOTAL % %

11 3 Study Question 3 Q3) Specialized, community-based FASD classrooms for children & youth with FASD: Does it work? METHODS: Analysis of secondary educational data from 157 youth diagnosed with FASD at Winnipeg School Division (WSD). *124 youth attended the FASD specialized classrooms (for 1 to 7 years) between * 33 attended a non-specialized FASD classroom (e.g., regular or integrated or supports). STUDY LEAD: Dr. Deborah Goodman, CWI, CAST; Julie Millar, Dorothy Schwab, Janet Thompson, Winnipeg School Division; Dr. Ana Hanlon-Dearman, Manitoba FASD Centre ; Gal Koren, Motherisk ~Hospital for Sick Children, Toronto

12 The Winnipeg School Division (WSD): FASD Programs WSD: is the largest school division in Winnipeg with 33,000 students; ~ 260 WSD students with an FASD diagnosis By 2014: 10 Specialized FASD classrooms in five (5) schools from Grade 1-12.Specialized FASD classroom = 8 students, 1 Teacher & 2 Educational Assistants

13 The Winnipeg School Division (WSD): FASD Programs For questions about the Winnipeg School Division FASD Program or to receive information about it, please contact: Julie Millar

14 WSD Youth with FASD Diagnosis~specialized classroom AGES 8-21 N=157 FASD Diagnosis YES SPECIALIZED CLASSROOM FASD Diagnosis NO SPECIALIZED CLASSROOM Gender Ages 8-21 Ages 8-18 Male % % Female % % TOTAL % % Years in FASD Classroom Program 0 days 33 21% < 1-60 days 4 2% 1-2 yrs: Initial 61 39% 3-4 yrs: Moderate 36 23% 5-7 yrs: Extended 23 15% TOTAL %

15 WSD Youth with FASD Diagnosis~specialized classroom English Comprehension & Math Achievement N ENGLISH COMPREHENSION Mean Score: Years in FASD Classroom MATH ACHIEVEMENT p N Mean Score: Years in FASD Classroom Declined * * No Change * * Improved * TOTAL p

16 Findings Study Questions Q1 ~ FASD & non-fasd child welfare families and children: Same or different? Findings Different. On almost every metric child welfare involved families identified with FASD have family, case and service characteristics that differ from non-fasd families in terms of intensity, frequency, duration of issues and service needs. Q2 ~ The educational profiles of children in care with FASD: What do we know? Q3 ~ Specialized, communitybased FASD classrooms for children & youth with FASD: Does it work? Educationally, they struggle. Prevalence of FASD is higher than thought; boys are more likely than girls to have a FASD diagnosis; 9 in 10 youth with a FASD diagnosis have a diagnosed learning disability yet only 8 in 10 have a IPRC. Yes. Analysis suggests that youth with FASD who spend significantly more time in a FASD Specialized Classroom show improvement in their English Comprehension and Math Achievement

17 Next questions.