# Presentation: 139623

## Tools for Success: Working with Youth with Fetal Alcohol Spectrum Disorders in the Juvenile Justice System

~An Update
FASD Field Trainers Meeting
Orlando, Florida
December 1, 2005

SAMHSA FASD Center for Excellence
Minnesota Organization on Fetal Alcohol Syndrome

- ~An Update
- FASD Field Trainers Meeting
- Orlando, Florida
- December 1, 2005
- SAMHSA FASD Center for Excellence
- Minnesota Organization on Fetal Alcohol Syndrome

**Notes:**
FACILITATOR’S TALKING POINTS
This curriculum is based on the “Tools for Success: Working with Youth with Fetal Alcohol Syndrome and Effects” Resource Guide.  Since the Resource Guide was published, the new terminology Fetal Alcohol Spectrum Disorders (FASD) has been more widely used.  This curriculum will use FASD.
The focus of the curriculum is on youth with FASD who are in the juvenile justice system, however the information and strategies discussed would be beneficial to other children and youth.

## Curriculum Based on Resource GuideFunded by NIAAA

## Resource Guide Content
~A comprehensive guide containing information on FASD related to.....
Extent of the problem
Background & history 
Information on the juvenile justice system
Effective & appropriate intervention strategies
Resource & referral information

- ~A comprehensive guide containing information on FASD related to.....
- Extent of the problem
- Background & history
- Information on the juvenile justice system
- Effective & appropriate intervention strategies
- Resource & referral information

## Goal of the curriculum
To provide information to professionals in the juvenile justice system to be able to develop and deliver effective & appropriate services for youth with FASD.

- To provide information to professionals in the juvenile justice system to be able to develop and deliver effective & appropriate services for youth with FASD.

## Curriculum content includes 7 modules
Module 1: FASD: The Basics
Module 2: FASD in the Juvenile Justice System
Module 3: The Juvenile Justice System Response
Module 4: Dispositional Options
Module 5: Special Education & Behavior Management
Module 6: Transition & Aftercare
Module 7: Resources

- Module 1: FASD: The Basics
- Module 2: FASD in the Juvenile Justice System
- Module 3: The Juvenile Justice System Response
- Module 4: Dispositional Options
- Module 5: Special Education & Behavior Management
- Module 6: Transition & Aftercare
- Module 7: Resources

## 

Objectives

- Objectives

- Module 1: FASD: The Basics
- Participants completing this module will be able to:
- ~discuss the lifelong effects of prenatal alcohol exposure on brain development
- ~define FASD
- ~describe how FASD impacts the family, school, community, & society in general

- Module 2: Overview of FASD in the Juvenile Justice System
- Participants completing this module will be able to:
- ~describe difficulties of individuals with disabilities within the juvenile justice system
- ~explain why youth with a FASD may be more likely to come into contact with the juvenile justice system
- ~examine issues faced by youth with an FASD in the juvenile justice system

- Module 3: The Juvenile Justice System Response
- Participants completing this module will be able to:
- ~identify juvenile justice issues facing youth with an FASD
- ~describe the juvenile court process
- ~discuss the importance of identification & assessment of FASD in youth in the juvenile justice system

- Module 4: Dispositional Options
- Participants completing this module will be able to:
- ~list issues to consider during disposition of youth with an FASD
- ~analyze the dispositional options available for youth with an FASD
- ~describe dispositional options that could lead to better outcomes for repeat juvenile offenders with an FASD

- Module 5: Special Education & Behavior Management
- Participants completing this module will be able to:
- ~examine special education rights of individuals with disabilities
- ~identify requirements of juvenile justice systems to provide special education for youth
- ~describe effective behavior management techniques for individuals with an FASD

- Module 6: Transition & Aftercare
- Participants completing this module will be able to:
- ~demonstrate an understanding of the need for transition & aftercare services for juveniles with an FASD who are leaving correctional or other residential placements
- ~identify particular aftercare needs of youth with an FASD in the juvenile justice system
- ~examine employment-related issues for youth with an FASD

## Module 7: Resources
Participants completing this module will be able to:
~identify national resources for information systems on FASD
~list systems that can be used as resources for youth with an FASD who are involved in the juvenile justice system
~describe methods to identify local resources

- Participants completing this module will be able to:
- ~identify national resources for information systems on FASD
- ~list systems that can be used as resources for youth with an FASD who are involved in the juvenile justice system
- ~describe methods to identify local resources

## Material for facilitators:
Tools for Success Resource Guide
Parent Guide
Train-the-trainer facilitators guide
Training material
~curriculum with activities, handouts and suggested reading
~power point presentation on CD

- Tools for Success Resource Guide
- Parent Guide
- Train-the-trainer facilitators guide
- Training material
- ~curriculum with activities, handouts and suggested reading
- ~power point presentation on CD

## Process for development:
Draft curriculum developed
Peer reviewed 
Changes made based on peer review
Draft curriculum revised
Usability testing conducted-reviewing graphics
Pilot testing of curriculum-4 sites
Revisions based on pilot tests

- Draft curriculum developed
- Peer reviewed
- Changes made based on peer review
- Draft curriculum revised
- Usability testing conducted-reviewing graphics
- Pilot testing of curriculum-4 sites
- Revisions based on pilot tests

## 

Evaluation results for pilot tests

- Evaluation results for pilot tests

## How training met each of the objectives:
Able to discuss & understand the lifelong effects of prenatal alcohol exposure on brain development~3.5 

Able to identify the incidence & prevalence of FASD in the Juvenile Justice System~3.4

- Able to discuss & understand the lifelong effects of prenatal alcohol exposure on brain development~3.5
- Able to identify the incidence & prevalence of FASD in the Juvenile Justice System~3.4

## How training met each of the objectives:
Able to demonstrate an understanding of the Juvenile Justice process & how it impacts youth with an FASD~3.4

Able to discuss dispositional options & the issues that contribute to the success or failure of a youth with an FASD~3.3

- Able to demonstrate an understanding of the Juvenile Justice process & how it impacts youth with an FASD~3.4
- Able to discuss dispositional options & the issues that contribute to the success or failure of a youth with an FASD~3.3

## Importance of objectives to work/life:
Able to discuss & understand the lifelong effects of prenatal alcohol exposure on brain development~3.7
Able to identify the incidence & prevalence of FASD in the Juvenile Justice system~3.6

- Able to discuss & understand the lifelong effects of prenatal alcohol exposure on brain development~3.7
- Able to identify the incidence & prevalence of FASD in the Juvenile Justice system~3.6

## Importance of objectives to work/life:
Able to demonstrate an understanding of the Juvenile Justice process & how it impacts youth with an FASD~3.6
Able to discuss dispositional options & the issues that contribute to the success or failure of a youth with an FASD~3.6

- Able to demonstrate an understanding of the Juvenile Justice process & how it impacts youth with an FASD~3.6
- Able to discuss dispositional options & the issues that contribute to the success or failure of a youth with an FASD~3.6

## 
Overall mean score for all 4 pilots~3.4

Participants were generally very positive regarding all aspects of the training.

- Overall mean score for all 4 pilots~3.4
- Participants were generally very positive regarding all aspects of the training.

## Now what??????
Revised draft curriculum completed by end of the year for final review and approval
Train-the-trainer facilitators guide to be developed by end of January
Confirm 8 teams (FASD expert and juvenile corrections professional) to be trained as trainers by early February
Train-the-trainer sessions by the end of March
Evaluate training teams by end of June

- Revised draft curriculum completed by end of the year for final review and approval
- Train-the-trainer facilitators guide to be developed by end of January
- Confirm 8 teams (FASD expert and juvenile corrections professional) to be trained as trainers by early February
- Train-the-trainer sessions by the end of March
- Evaluate training teams by end of June

## Thank you.......
NIAAA for original funding for Resource Guide
FASD Center for Excellence for current funding to develop the curriculum
Susan Carlson, Founder and President of MOFAS for expertise and assistance with the resource guide and curriculum development
Peer review team and pilot sites for exceptional feedback

- NIAAA for original funding for Resource Guide
- FASD Center for Excellence for current funding to develop the curriculum
- Susan Carlson, Founder and President of MOFAS for expertise and assistance with the resource guide and curriculum development
- Peer review team and pilot sites for exceptional feedback