Behavior in Children with Fetal Alcohol Spectrum Disorders in Remote Australia: A Population-Based Study

Tracey W. Tsang, Heather Carmichael Olson, Jane Latimer, James Fitzpatrick, Marmingee Hand, June Oscar, Maureen Carter, Elizabeth J. Elliott

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

OBJECTIVE:: To document behavior in children residing in very remote Western Australian communities as rated by parent/caregivers and teachers. We hypothesized that children with fetal alcohol spectrum disorders (FASD) would have higher rates of problematic behavior than children without FASD. METHODS:: The Child Behavior Checklist (CBCL; n = 97), and Teacher Report Form (TRF; n = 106) were used in this population-based study. Raw scores, proportions scoring within “Normal/Borderline/Clinical” ranges, and frequencies of Critical items were determined. Mann–Whitney U and χ tests were used for between-group comparisons. RESULTS:: Children were aged from 7.5 to 9.6 years, and 19% had FASD. Academic performance was commonly rated in the “Borderline/Clinical” range (73%). Teacher-rated scores were poorer in the FASD group on 15 scales encompassing total and internalizing problems, adaptive function, academic performance, attention, withdrawn/depressed, social problems, posttraumatic stress, thought problems, and sluggish cognitive tempo (p <.05). More children in the FASD group had scores in the “Borderline/Clinical” range on 11 TRF scales (p <.05). “Physically attacks people” was the most prevalent Critical item endorsed by teachers for the total cohort (22%). “Talks about killing self” was endorsed by teachers more often in the FASD group (14%) than the Non-FASD group (1%; p = .03). There were no significant differences between groups in parent-reported CBCL scores after adjustment for multiple comparison testing. CONCLUSION:: This study demonstrates that children with FASD have more teacher-reported behavioral impairment than children without FASD. In remote Australian communities, academic performance is poor.

Original languageEnglish
Pages (from-to)528-537
JournalJournal of Developmental and Behavioral Pediatrics
Volume38
Issue number7
DOIs
Publication statusPublished - Sep 2017

Fingerprint

Fetal Alcohol Spectrum Disorders
Child Behavior
Population
Social Problems
Checklist
Caregivers
Alcohols

Cite this

Tsang, Tracey W. ; Carmichael Olson, Heather ; Latimer, Jane ; Fitzpatrick, James ; Hand, Marmingee ; Oscar, June ; Carter, Maureen ; Elliott, Elizabeth J. / Behavior in Children with Fetal Alcohol Spectrum Disorders in Remote Australia : A Population-Based Study. In: Journal of Developmental and Behavioral Pediatrics. 2017 ; Vol. 38, No. 7. pp. 528-537.
@article{a684185c76b3415eafe5bc4754c781a8,
title = "Behavior in Children with Fetal Alcohol Spectrum Disorders in Remote Australia: A Population-Based Study",
abstract = "OBJECTIVE:: To document behavior in children residing in very remote Western Australian communities as rated by parent/caregivers and teachers. We hypothesized that children with fetal alcohol spectrum disorders (FASD) would have higher rates of problematic behavior than children without FASD. METHODS:: The Child Behavior Checklist (CBCL; n = 97), and Teacher Report Form (TRF; n = 106) were used in this population-based study. Raw scores, proportions scoring within “Normal/Borderline/Clinical” ranges, and frequencies of Critical items were determined. Mann–Whitney U and χ tests were used for between-group comparisons. RESULTS:: Children were aged from 7.5 to 9.6 years, and 19{\%} had FASD. Academic performance was commonly rated in the “Borderline/Clinical” range (73{\%}). Teacher-rated scores were poorer in the FASD group on 15 scales encompassing total and internalizing problems, adaptive function, academic performance, attention, withdrawn/depressed, social problems, posttraumatic stress, thought problems, and sluggish cognitive tempo (p <.05). More children in the FASD group had scores in the “Borderline/Clinical” range on 11 TRF scales (p <.05). “Physically attacks people” was the most prevalent Critical item endorsed by teachers for the total cohort (22{\%}). “Talks about killing self” was endorsed by teachers more often in the FASD group (14{\%}) than the Non-FASD group (1{\%}; p = .03). There were no significant differences between groups in parent-reported CBCL scores after adjustment for multiple comparison testing. CONCLUSION:: This study demonstrates that children with FASD have more teacher-reported behavioral impairment than children without FASD. In remote Australian communities, academic performance is poor.",
author = "Tsang, {Tracey W.} and {Carmichael Olson}, Heather and Jane Latimer and James Fitzpatrick and Marmingee Hand and June Oscar and Maureen Carter and Elliott, {Elizabeth J.}",
year = "2017",
month = "9",
doi = "10.1097/DBP.0000000000000463",
language = "English",
volume = "38",
pages = "528--537",
journal = "Journal of Developmental and Behavioral Pediatrics",
issn = "0196-206X",
publisher = "Lippincott Williams & Wilkins",
number = "7",

}

Behavior in Children with Fetal Alcohol Spectrum Disorders in Remote Australia : A Population-Based Study. / Tsang, Tracey W.; Carmichael Olson, Heather; Latimer, Jane; Fitzpatrick, James; Hand, Marmingee; Oscar, June; Carter, Maureen; Elliott, Elizabeth J.

In: Journal of Developmental and Behavioral Pediatrics, Vol. 38, No. 7, 09.2017, p. 528-537.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Behavior in Children with Fetal Alcohol Spectrum Disorders in Remote Australia

T2 - A Population-Based Study

AU - Tsang, Tracey W.

AU - Carmichael Olson, Heather

AU - Latimer, Jane

AU - Fitzpatrick, James

AU - Hand, Marmingee

AU - Oscar, June

AU - Carter, Maureen

AU - Elliott, Elizabeth J.

PY - 2017/9

Y1 - 2017/9

N2 - OBJECTIVE:: To document behavior in children residing in very remote Western Australian communities as rated by parent/caregivers and teachers. We hypothesized that children with fetal alcohol spectrum disorders (FASD) would have higher rates of problematic behavior than children without FASD. METHODS:: The Child Behavior Checklist (CBCL; n = 97), and Teacher Report Form (TRF; n = 106) were used in this population-based study. Raw scores, proportions scoring within “Normal/Borderline/Clinical” ranges, and frequencies of Critical items were determined. Mann–Whitney U and χ tests were used for between-group comparisons. RESULTS:: Children were aged from 7.5 to 9.6 years, and 19% had FASD. Academic performance was commonly rated in the “Borderline/Clinical” range (73%). Teacher-rated scores were poorer in the FASD group on 15 scales encompassing total and internalizing problems, adaptive function, academic performance, attention, withdrawn/depressed, social problems, posttraumatic stress, thought problems, and sluggish cognitive tempo (p <.05). More children in the FASD group had scores in the “Borderline/Clinical” range on 11 TRF scales (p <.05). “Physically attacks people” was the most prevalent Critical item endorsed by teachers for the total cohort (22%). “Talks about killing self” was endorsed by teachers more often in the FASD group (14%) than the Non-FASD group (1%; p = .03). There were no significant differences between groups in parent-reported CBCL scores after adjustment for multiple comparison testing. CONCLUSION:: This study demonstrates that children with FASD have more teacher-reported behavioral impairment than children without FASD. In remote Australian communities, academic performance is poor.

AB - OBJECTIVE:: To document behavior in children residing in very remote Western Australian communities as rated by parent/caregivers and teachers. We hypothesized that children with fetal alcohol spectrum disorders (FASD) would have higher rates of problematic behavior than children without FASD. METHODS:: The Child Behavior Checklist (CBCL; n = 97), and Teacher Report Form (TRF; n = 106) were used in this population-based study. Raw scores, proportions scoring within “Normal/Borderline/Clinical” ranges, and frequencies of Critical items were determined. Mann–Whitney U and χ tests were used for between-group comparisons. RESULTS:: Children were aged from 7.5 to 9.6 years, and 19% had FASD. Academic performance was commonly rated in the “Borderline/Clinical” range (73%). Teacher-rated scores were poorer in the FASD group on 15 scales encompassing total and internalizing problems, adaptive function, academic performance, attention, withdrawn/depressed, social problems, posttraumatic stress, thought problems, and sluggish cognitive tempo (p <.05). More children in the FASD group had scores in the “Borderline/Clinical” range on 11 TRF scales (p <.05). “Physically attacks people” was the most prevalent Critical item endorsed by teachers for the total cohort (22%). “Talks about killing self” was endorsed by teachers more often in the FASD group (14%) than the Non-FASD group (1%; p = .03). There were no significant differences between groups in parent-reported CBCL scores after adjustment for multiple comparison testing. CONCLUSION:: This study demonstrates that children with FASD have more teacher-reported behavioral impairment than children without FASD. In remote Australian communities, academic performance is poor.

UR - http://www.scopus.com/inward/record.url?scp=85020700546&partnerID=8YFLogxK

U2 - 10.1097/DBP.0000000000000463

DO - 10.1097/DBP.0000000000000463

M3 - Article

VL - 38

SP - 528

EP - 537

JO - Journal of Developmental and Behavioral Pediatrics

JF - Journal of Developmental and Behavioral Pediatrics

SN - 0196-206X

IS - 7

ER -