Noah is nine years old and in the second grade. He was considered to be in the third grade this year, but he has had regular problems learning in school. His attention period is not what other kids' are, and in fact, he suffers from slight mental retardation. In addition, inferior hearing also obstruct his performance at school. And it could all have been prevented if his mother had not been drinking -- and drunk heavily -- while pregnant with her child.
Tatyana Elleseff MA CCC-SLP
Orofacial Observations of Internationally Adopted Children: Recommendations for Parents and Non-Medical Adoption Professionals
This article explains what parents should initially do if they note anything unusual regarding their internationally adopted child’s orofacial appearance. It explains how orofacial observations may be relevant to diagnosis of medical, genetic or neurological disorders via clinical case examples. It offers parents general guidelines for noting atypical orofacial features and explains why in some select circumstances, parents may be the first individuals to note unusual facial characteristics in their adopted children.
George Rogu M.D.
Diagnosis of Fetal Alcohol Syndrome in the Internationally Adopted Child
Can Fetal Alcohol Syndrome be distinguished by doctors and is there a test that can be performed to help with the diagnosis?
Boris Gindis, Ph.D.
FAS in internationally adopted children
An Alcohol-Related Neuro-developmental Disorder (ARND) - is a well-known and well-researched affliction. The extreme degree of this disorder is commonly known as FAS - Fetal Alcohol Syndrome. The specificity of FAS in post-institutional children adopted internationally from Eastern Europe (mostly from the republics of former Soviet Union), is much less researched and less known and is the subject of this article. It is based on my own clinical experience working with international adoptees (IA) since 1992 at the BGCenter.
Boris Gindis, Ph.D.
Psychological characteristics of internationally adopted post-institutionalized children with Fetal Alcohol Spectrum Disorders
FASD must be recognized as an educational handicap in our school system in order to change the outcomes for afflicted children. Educational remediation and cognitive-behavioral therapeutic intervention are the most effective remedial methods for IA children with FASD. Practical recommendations for adoptive parents include early identification and specialized remediation of “secondary” disabilities through concerted efforts of the school and family.