The Ph.D. dissertation encompasses an interdisciplinary study exploring qualitative, holistic strategies for individuals with Fetal Alcohol Spectrum Disorder (FASD) in integrated areas of law, medicine, education, psychology and justice, through both inductive analysis of field research as well as through relevant documentary analysis, incorporating a global or comparative component. Compliance with Guidelines for Research Involving Aboriginal Peoples has been sustained through community partnerships with various First Nations and Métis Communities, Elders and Parents, as well as with an FASD Parental Advocacy Group, advised by a team of interdisciplinary researchers in the academy. Accordingly, emergent research protocols were co-constructed through ongoing collaboration with the various community partners. In Aboriginal research, it is essential not to parachute in and out of communities with the data, but rather to forge genuine, collaborative, long term partnerships, and to build capacity in those communities.<p> The dissertation format approved by the Student Advisory Committee is Manuscript Style, a format approved by the University of Saskatchewans College of Graduate Studies and Research (formerly referred to as X-Format) similar to a self-edited book or collection of articles with introduction, sub-text, intra-text and general discussion to link the manuscripts. The various manuscripts comprising the present thesis include:<p> 1.Framing the Research Anthology: A Vision Quest, Ékehohksimoht Ke-kiss-see Muya<p> Section One situates the research style, process, approach, substance and rationale of the dissertation. It is largely situated within holistic Indigenous epistemologies, which may require a paradigm shift, in contrast to more bounded western world views.<p> Interdisciplinary, holistic, community-based research on the topic of FASD, including a search for solutions, extends globally, across the lifespan, and across sectors.<p> II. Indigenous Disadvantage and Despair, An Evaluation of Recent Strategies and Alternatives: Healing and Transformation, Pluralism and Reconciliation, Ne wah kuma ka tik<p> Section Two explores historical and contextual factors leading to a high prevalence of FASD, as well as strategies to overcome disadvantage, including Reconciliation, Treaty Processes, and Research as Reconciliation. Local Narratives are privileged over Meta-narratives, to counter the power of global market forces usurping the sphere of family, community and culture.<p> III. Disjunctures and Discontinuities in the Law of Mental Intent: FASD as a Site of Resistance and Transformation, Esquiskuit<p> Section Three examines the disconnect between medical knowledge of FASD, on the one hand, and the Laws of Mental Intent, on the other, inspiring a search for a unified, integrated theory of mental disorder and criminal responsibility that takes into account modern neurocognitive conditions like FASD. Section Three further explores the present piecemeal and compartmentalized rules for fitness, responsibility, various levels of mental intent, and a resultant rationale, substance and process of law reform and systemic change.<p> IV. FASD and Holistic Literacies: A Talking or Sharing Circle, Wa-sa-cam-e-be-ke-skue<p> Section Fours inductive themes comprise model practice guidelines for the gestalt of Literacy and FASD, derived from inductive analysis of qualitative data collected in the field research. The data was collected using Sharing Circles with Aboriginal Elders, Parents, and Mentors of Individuals with FASD; Conversational Interviews with Parents and Children with FASD; as well as Interviews and Focus Groups with various Professionals who support individuals with FASD and their Families. Special protocols were followed in creating and participating in the Indigenous Research, Sharing Circles and Conversational Interviews. Meta-paradigmatic analysis situates Indigenous Research Methodologies among emerging, multi-disciplinary, inductive methodologies suitable for understanding the infinite complexity of natural phenomena, such as FASD.<p> V. Epilogue: An Honour Song, Kethou-ne-ka-mon<p> Circles of healing, transformation and reconciliation heal wounds, reconcile differences, and transform paradigms of justice, health, education and governance, through the incorporation of models of equitable, holistic relationships with one another and with Mother Earth. Multidisciplinary and cross-cultural perspectives, dialogues between local and global, and particular and universal, become matrices to support new paradigms embodying broader reflections of reality.

Previous research has shown a relationship between prenatal teratogenic exposure and impaired cognitive functioning. However, data regarding the long-term outcome of prenatal teratogenic exposure are minimal. The present study investigated the long-term neuropsychological functioning (specifically attention and memory) of adults prenatally exposed to alcohol or phenylalanine, and examined whether there was evidence to suggest that there are effects specific to individual teratogens. Using a battery of attention and memory measures the performance of 17 adults diagnosed with Fetal Alcohol Syndrome (FAS) and 13 adults with Maternal Phenylketonuria Syndrome (MPKUS) was assessed. In order to identify the pattern of deficits associated with prenatal teratogenic exposure, an age and CA and IQ matched control group was assessed. Attention was broadly assessed using Mirsky et al.'s (1991) neuropsychological model of attention. The memory and learning tests administered included a number of well standardized measures of verbal learning, verbal and visual recall, delayed recall, and recognition. Paired comparisons between the FAS group and age and CA and IQ matched controls indicated a unique pattern of attention and memory deficits consistent with previous research with children and adolescents. Specifically, adult individuals with FAS appear to have deficits in acquisition of new material, delayed recall of verbal material and in response inhibition. Paired comparisons between the MPKUS group and CA and IQ matched controls indicated that the pattern of attention and memory deficits seen in adults with MPKUS is difficult to distinguish when the effect of IQ is removed. A randomized block design using IQ as the blocking variable and group (FAS, MPKUS, or Controls) as the treatment variable was utilized to examine the question of whether the two prenatal teratogen groups differ from one another and from Controls in terms of attention and memory ability. Ten blocks of three participants (FAS, MPKUS and Control) matched on IQ were formed. The randomized block analyses revealed few differences between the groups and failed to reveal a number of the differences found in the paired comparisons between the prenatal teratogen groups and the CA and IQ matched Control group. Possible reasons for these differences are discussed.

M. Tech. Graphic Design / Fetal Alcohol Syndrome is a congenital syndrome cased by excessive consumption of alcohol by the mother during pregnancy, characterized by retardation of mental development and of physical growth. Lack of public information and intervention is one of the reasons why the syndrome persists in townships and rural areas. This study was undertaken in response to the lack of public knowledge within high-risk communities concerning Fetal Alcohol Syndrome. The study hypothesized that embedding persuasive techniques within health communication material would create effective health communication campaigns that would be well received by target audiences.

Mental retardation is a heterogeneous group of disorders with countless causes. It is characterised by cognitive and functional limitations in everyday skills, for example social skills, communication skills and motor skills and can be classified in behavioural, etiological and educational systems. Down's syndrome and Fetal Alcohol Syndrome are two of the many syndromes defined under mental retardation. The goal of this dissertation was to determine the effect of a water activity intervention programme on the motor proficiency levels of children with Down's syndrome and Fetal Alcohol Syndrome. These aims were addressed by structuring the dissertation in five chapters: Chapter one constituting the introduction and statement of the problem, Chapter 2 presenting a review of relevant literature, Chapters 3 and 4 consisting of two research articles, addressing the specific aims of the study, and Chapter 5 including the summary, conclusions and recommendations. All the children who participated in the study were intuitionalized in a school for the mentally and physically handicapped. The MABC-test was used as the main evaluation instrument, and components of the Charlop-Atwell test were used to evaluate the coordination skills of the children with Down's syndrome. The first aim of this study was to determine the effect of a specially designed water activity intervention programme on the motor proficiency levels of children with Down's syndrome. Six children classified as having Down's syndrome, formed part of the research group. Their chronological age ranged between 9 and 14 years while their mental age classification was that of a 4 to 5 year old. The data was analysed by means Summary of descriptive statistics, and effect sizes were determined. The second aim of the study was to determine the effect of a water activity intervention programme on the motor proficiency levels of children with Fetal Alcohol Syndrome. Six children participated in the programme. Their chronological age ranged between 7 and 17 years while their mental age classification was that of a 4 to 11 year old. Reporting the results were in the form of case studies, and effect sizes of differences were determined. With regard to the first aim of the study the results indicated that the motor proficiency levels of the experimental group with Down's syndrome improved, especially regarding the MABC-total, balance- and total body coordination skills. With reference to the second aim of the study, the results indicated that improvement in the motor proficiency levels of the children with Fetal Alcohol Syndrome had a lasting effect. The MABC total, ball skills and manual dexterity were the components that showed the best improvement. It can be concluded that a water activity intervention programme is a suitable method for rectifying motor deficiencies among children with Down's syndrome and Fetal Alcohol Syndrome. Recommendations for the improvement of the water activity programme were presented, as well as suggestions for further studies. / Thesis (M.A. (Human Movement Science))--North-West University, Potchefstroom Campus, 2004.

Mental retardation is a heterogeneous group of disorders with countless causes. It is characterised by cognitive and functional limitations in everyday skills, for example social skills, communication skills and motor skills and can be classified in behavioural, etiological and educational systems. Down's syndrome and Fetal Alcohol Syndrome are two of the many syndromes defined under mental retardation. The goal of this dissertation was to determine the effect of a water activity intervention programme on the motor proficiency levels of children with Down's syndrome and Fetal Alcohol Syndrome. These aims were addressed by structuring the dissertation in five chapters: Chapter one constituting the introduction and statement of the problem, Chapter 2 presenting a review of relevant literature, Chapters 3 and 4 consisting of two research articles, addressing the specific aims of the study, and Chapter 5 including the summary, conclusions and recommendations. All the children who participated in the study were intuitionalized in a school for the mentally and physically handicapped. The MABC-test was used as the main evaluation instrument, and components of the Charlop-Atwell test were used to evaluate the coordination skills of the children with Down's syndrome. The first aim of this study was to determine the effect of a specially designed water activity intervention programme on the motor proficiency levels of children with Down's syndrome. Six children classified as having Down's syndrome, formed part of the research group. Their chronological age ranged between 9 and 14 years while their mental age classification was that of a 4 to 5 year old. The data was analysed by means Summary of descriptive statistics, and effect sizes were determined. The second aim of the study was to determine the effect of a water activity intervention programme on the motor proficiency levels of children with Fetal Alcohol Syndrome. Six children participated in the programme. Their chronological age ranged between 7 and 17 years while their mental age classification was that of a 4 to 11 year old. Reporting the results were in the form of case studies, and effect sizes of differences were determined. With regard to the first aim of the study the results indicated that the motor proficiency levels of the experimental group with Down's syndrome improved, especially regarding the MABC-total, balance- and total body coordination skills. With reference to the second aim of the study, the results indicated that improvement in the motor proficiency levels of the children with Fetal Alcohol Syndrome had a lasting effect. The MABC total, ball skills and manual dexterity were the components that showed the best improvement. It can be concluded that a water activity intervention programme is a suitable method for rectifying motor deficiencies among children with Down's syndrome and Fetal Alcohol Syndrome. Recommendations for the improvement of the water activity programme were presented, as well as suggestions for further studies. / Thesis (M.A. (Human Movement Science))--North-West University, Potchefstroom Campus, 2004.

Despite the anecdotal evidence of social difficulties in children with Fetal Alcohol Spectrum Disorders (FASD), and the risk for secondary disabilities as a result of these social difficulties, very little research has examined social-emotional functioning in children with FASD. The majority of the research conducted thus far has relied on parent and teacher reports to document social impairments. These parent and teacher reports provide a broad measure of social functioning but are unable to elucidate the specific aspects of social functioning that this group of children might find difficult. As a result, it has been very difficult to develop effective social interventions for children with FASD because it is unclear what aspects of social functioning should be targeted. The current study aimed to examine emotion recognition abilities in children with FASD, as recognition of emotions is an important precursor for appropriate social interaction. The study included 22 participants with diagnosed FASD (ages 8-14), with age- and gender- matched typically developing controls. Participants were assessed using computerized measures of emotion recognition from three nonlinguistic modalities: facial expressions (static and dynamic, child and adult faces), emotional tone of voice (child and adult voices), and body positioning and movement (postures and point-light walkers). In addition, participants completed a task assessing emotion recognition in real-life scenarios. Finally, caregivers completed measures of behavioural functioning, adaptive functioning, FASD symptomatology, and a demographics questionnaire. Overall, findings suggest that children with FASD do have more difficulties than age-matched typically developing peers in aspects of emotion recognition, with particular difficulties in recognizing emotions from adult facial expressions and adult emotional prosody. In addition, children with FASD had more difficulty perceiving differences in facial expressions. When the effect of age was examined, it was found that some aspects of emotion recognition were more impaired in children with FASD between age eight and ten years compared to same-age typically developing peers and compared to children with FASD age 11-14. This finding suggests that younger children with FASD may demonstrate a delay in the acquisition of some aspects of emotion recognition or may be more vulnerable to the information processing demands of some tasks compared to older children with FASD. The types of emotion recognition difficulties found in the current study supported a pattern where children with FASD make more errors on emotion recognition tasks when the complexity of the task is increased and consequently demands greater information processing. As such, it is anticipated that children with FASD would be likely to have the most difficulty with emotion recognition abilities embedded within complex, rapidly changing, real-world social situations, and in recognizing more subtle emotional displays. Caregivers, teachers, and professionals living and working with children and youth with FASD should be aware of possible emotion recognition difficulties in complex social situations and should help foster stronger emotion recognition skills when difficulties are detected.

Objective: This study examined various dimensions of reinforcement learning in children with Fetal Alcohol Spectrum Disorder (FASD). Specific investigations included (1) speed of learning from reinforcement; (2) impact of concreteness of the reinforcer; (3) comparison of response to two types of shifts in reinforcement; and (4) relationship of reinforcement learning to parent reported social and behavioral functioning. Participants & Methods: Participants included 19 children with FASD without an intellectual disability, ages 11 to 17, and 19 age- and sex-matched Control participants (11 male, 8 female per group). Each participant completed two novel visual reinforcement learning discrimination tasks (counterbalanced), each administered twice. The first task involved categorical learning followed by either a reversal or a nonreversal shift. The second task involved a computerized probabilistic paradigm (70% contingent feedback) administered using either tokens or points, redeemable for a prize. Parents completed a history questionnaire, the Children’s Learning Questionnaire (McInerney, 2007), and the Child Behavior Checklist (Achenbach & Rescorla, 2001). Results: The Control group demonstrated significantly stronger probabilistic reinforcement learning, although the groups showed similar rates of between-condition improvement (learning savings). Furthermore, the concreteness of the reinforcer (tokens vs. points) made no significant difference in learning characteristics for either group. In contrast to probabilistic reinforcement learning, there were no significant group differences in categorical discrimination or shift learning. The FASD group demonstrated the age-appropriate pattern of reversals faster than nonreversals, while there was no difference between the two types of shifts in the Control group. A priori identified parent reports were not significantly correlated with task performance when each group was examined separately. Conclusions: There was no support for the hypothesis that reinforcement learning occurs in a functionally different manner in children with FASD. Rather, reinforcement learning may take longer, paralleling the generally slower speed of all learning in these children, and be more dependent on recent information. This suggests that children with FASD without intellectual disability are able to learn from reinforcement if given sufficient consistent repetition. However, failure of reinforcement learning may occur for a variety of reasons not addressed in this study, including difficulty with transfer of learning or impulsivity.

Thesis (Ph.D.)--University of Toronto, 2004. / Adviser: Joanne Rovet.

Despite the anecdotal evidence of social difficulties in children with Fetal Alcohol Spectrum Disorders (FASD), and the risk for secondary disabilities as a result of these social difficulties, very little research has examined social-emotional functioning in children with FASD. The majority of the research conducted thus far has relied on parent and teacher reports to document social impairments. These parent and teacher reports provide a broad measure of social functioning but are unable to elucidate the specific aspects of social functioning that this group of children might find difficult. As a result, it has been very difficult to develop effective social interventions for children with FASD because it is unclear what aspects of social functioning should be targeted. The current study aimed to examine emotion recognition abilities in children with FASD, as recognition of emotions is an important precursor for appropriate social interaction. The study included 22 participants with diagnosed FASD (ages 8-14), with age- and gender- matched typically developing controls. Participants were assessed using computerized measures of emotion recognition from three nonlinguistic modalities: facial expressions (static and dynamic, child and adult faces), emotional tone of voice (child and adult voices), and body positioning and movement (postures and point-light walkers). In addition, participants completed a task assessing emotion recognition in real-life scenarios. Finally, caregivers completed measures of behavioural functioning, adaptive functioning, FASD symptomatology, and a demographics questionnaire. Overall, findings suggest that children with FASD do have more difficulties than age-matched typically developing peers in aspects of emotion recognition, with particular difficulties in recognizing emotions from adult facial expressions and adult emotional prosody. In addition, children with FASD had more difficulty perceiving differences in facial expressions. When the effect of age was examined, it was found that some aspects of emotion recognition were more impaired in children with FASD between age eight and ten years compared to same-age typically developing peers and compared to children with FASD age 11-14. This finding suggests that younger children with FASD may demonstrate a delay in the acquisition of some aspects of emotion recognition or may be more vulnerable to the information processing demands of some tasks compared to older children with FASD. The types of emotion recognition difficulties found in the current study supported a pattern where children with FASD make more errors on emotion recognition tasks when the complexity of the task is increased and consequently demands greater information processing. As such, it is anticipated that children with FASD would be likely to have the most difficulty with emotion recognition abilities embedded within complex, rapidly changing, real-world social situations, and in recognizing more subtle emotional displays. Caregivers, teachers, and professionals living and working with children and youth with FASD should be aware of possible emotion recognition difficulties in complex social situations and should help foster stronger emotion recognition skills when difficulties are detected.

Este trabalho teve como objetivo investigar os efeitos da exposição pré-natal a duas doses de etanol sobre o desenvolvimento e a atenção de ratos. Método: 49 ratas Wistar prenhes distribuídas em quatro grupos de acordo com o tratamento gestacional: A35 – dieta líquida com 35% de calorias derivadas do etanol (CDE): A10 – dieta líquida com 10% CDE; Controle – dieta líquida sem etanol; Chow – livre acesso à água e ração. No estudo I, foram avaliados o peso, os reflexos (geotaxia negativa e força de agarrar) e a atividade locomotora dos filhotes. No grupo A35, apenas 43% dos filhotes sobreviveram. Os animais desse grupo apresentaram menor peso que os demais, prejuízos na tarefa de força de agarrar e maior atividade locomotora. No estudo II, 12 filhotes machos adultos de cada grupo foram testados na Tarefa serial de cinco escolhas. Os animais do grupo A35 apresentaram maior número de omissões, principalmente no final das sessões. Conclusão: Efeitos do etanol são dose-dependentes e podem estar associados com um prejuízo atencional específico. / The objective of this study was to investigate the effects of prenatal exposure to two doses of ethanol on developmental milestones and attention of rats. Method: 49 pregnant Wistar rats were assigned to one of four gestational treatments: A35 - liquid diet with 35% ethanol-derived calories (EDC); A10 - liquid diet with 10% EDC; Control – ethanol-free liquid diet; Chow – laboratory chow and water. In study I, litters were tested for body weight, negative geotaxis, grip strength and locomotor activity. Only 43% of A35 pups survived. A35 weighed less than other groups, performed worse in grip strength and presented more locomotor activity. In study II, 12 male twomonth old rats from each group were tested in the Five choice serial reaction time task. A35 performed more omission errors than other groups, mainly during the final part of the sessions. Conclusion: Ethanol effects are dose-dependent and might be associated with a specific attentional deficit.