Specific behaviour problems in children with FASD in remote Australian Aboriginal communities: Implications for intervention
Specific behaviour problems in children with FASD in remote Australian Aboriginal communities: Implications for intervention
Journal of Paediatrics and Child Health
- Author(s): Tsang, TW, Carmichael Olson, H, Latimer, J, Fitzpatrick, J, Hand, M, Oscar, Carter, M, Elliott, EJ
- Published: 2015
- Publisher: John Wiley & Sons, Ltd
- Volume: 51
- ISBN: 1034-4810
Abstract: Background/Aims: Fetal alcohol spectrum disorders (FASD) are associated with problematic behaviours, but little is known about the behavioural challenges of remote Australian Aboriginal children. Behaviour was investigated in remote Australian Aboriginal children assessed for the Lililwan Project. We hypothesised that behaviour would be poorer in children with FASD compared to those without FASD. Methods: Children (n = 108) were assessed using the parent/carer-rated Child Behavior Checklist (CBCL), and teacher-rated Teacher Report Form (TRF). Proportions scoring within “Normal/Borderline/Clinical” ranges were determined. Chi-square and Mann-Whitney U tests were used to compare scores and frequencies of Critical Items (highly concerning specific behaviours) for FASD versus Non-FASD groups. Results: Participants were aged 7.4–9.6 years, and 21 had an FASD. Ninety-seven parents/carers completed the CBCL, and 106 teachers completed the TRF. Academic performance was the most common “Clinical” problem (73%). TRF scores were lower in the FASD group on 13 scales encompassing Attention, Academic performance, Adaptive functioning, Social, Thought, Post-traumatic stress and Total problems, and Sluggish cognitive tempo (p < 0.012). More FASD children had scores in the “Clinical” range in 9 of 26 TRF scales (p < 0.012). Of the Critical Items, speaking about suicide was more frequent in the FASD (14.3%) than Non-FASD group (1.2%; p = 0.03). “Attacks” (aggressive behaviour) was the most prevalent Critical Item endorsed by teachers (FASD: 38.1%; Non-FASD: 17.6%; p = 0.07). There were no significant differences between groups in CBCL scores. Conclusion: In the first investigation of the behavioural profile of remote Australian Aboriginal children, FASD was associated with greater impairment. Academic performance was alarmingly poor, with 73% scoring in “Borderline/Clinical” ranges (<16th percentile). Support is urgently needed to help teachers manage the behavioural challenges in children with FASD, as is access to adequate mental health services.