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FAS - Fetal Alcohol Spectrum Disorder in Children & Adults: Interventions for Families & Caregivers Post Test

Psychologist, Ohio MFT and Counselor Post Test:
Only Psychologists, Ohio MFT's and Ohio Counselors taking this course for credit need to complete these additional questions below to be in compliance with their Boards. requirements. If you are not a psychologist, Ohio MFT or Ohio Counselor please return to the original Answer Booklet. You do not need to complete the additional questions below.

Audio Transcript Questions The answer to Question 1 is found in Track 1 of the Course Content. The Answer to Question 2 is found in Track 2 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question.
Important Note! Underlined numbers below are links to that Section. If you leave this page, use your "Back" button to return to your answers, rather than clicking on a new "Answer Booklet" link. Or use Ctrl-N to open a new window and use a separate window to review content.

Please note every section does not have an additional question below. Some sections may have more than one question.


1.1 How are clients with Fetal Alcohol Syndrome often characterized?
1.2 What may FAS clients have difficulty with, especially as they mature?
1.3 What may FAS clients have difficulty with, in early childhood and adolescence?
2.1 What are three of the inappropriate sexual behaviors concerning FAS clients?
2.2 What are five environmental factors that can help in the treatment and prevention of secondary disabilities in FAS clients?
3.1 What are physical complications that infants diagnosed with FAS may have?
3.2 What are signs of extreme FAS for toddlers and preschoolers?
4.1 What are situations a teenager with FAS may face?
5.1 Why do clients with FAS often fail in the workplace?
6.1 The second concept of the Advocacy Model is inferring needs from behaviors. What are three basic questions that can help advocates assess the situation quickly?
7.1 What are steps to effective school advocacy?

A. Increased failure and less satisfaction in academic classes, more social isolation as peer interactions are dominated by cliques; uncertainty or unrealistic expectations, and a looming sense of low self-esteem or depression
B. Help the student complete school and plan beyond school, help make school a pleasurable experience, help everyone understand FAS better
C. Violent behavior directed toward self or others, fire-setting, marked hyperactivity, and incorrigibility
D. Evaluating a situation and using their past experiences to cope with the problems at hand
E. Sexual advances, sexual touching, and promiscuity
F. Because of the social aspects of the work, they are unable to understand inappropriate statements and the reactions of the other people involved
G. Heart defects, organ and skeletal malformations, hip displacement, scoliosis, and seizures
H. Smaller eyes and head, a pursed mouth, and a malnourished look.
I. Living in a stable and nurturing home of good quality, not having frequent changes of household, not being a victim of violence, having received developmental disabilities services, and having been diagnosed before six years of age
J. Generalizing information, matching words and behavior, predicting outcomes of events, and distinguishing fact from fantasy
K. 1) Was the setting too distracting or over-stimulating? (2) Was the task too demanding or complex? (3) Was someone making the person with FAS feel inadequate, put on the spot, or trapped?

Course Content Manual Questions The answer to Question 12 is found in Section 12 of the Course Content. The Answer to Question 13 is found in Section 13 of the Course Content... and so on. Select correct answer from below. Place letter on the blank line before the corresponding question

Please note every section does not have an additional question below. Some sections may have more than one question.


8.1 What type of women are more likely to have alcohol related problems?
8.2 What does alcohol’s effect on the fetus depend on?
10.1 According to Olney, what dictates what type of damage will occur on the fetus during pregnancy?
12.1 Why do physicians fail to screen women who may be at risk of an alcohol-exposed pregnancy?
13.1 According to O’Malley, why is it unwise to use stimulants to help children cope with an unsafe environment?
14.1 What are goals of the motivational interviewing sessions for the clients?
16.1 What percentage of children with FAS have microcephaly and behavioral abnormalities?
17.1 What is a strategy for helping FASD students strengthen their abilities?
17.2 What will helping students with memory tasks allow them to learn?

A. To provide personalized feedback on the risk for an alcohol-exposed pregnancy, to motivate participants to change one or both of the target alcohol-use behaviors (i.e., decreasing alcohol intake to fewer than eight drinks per week and no binge drinking),
B. Timing of alcohol exposure
C. Single, divorced, separated, cohabitating
D. Focus on memory tasks
E. because ADHD high arousal-vigilance may have a protective role for the child in this environment.
F. The fetal developmental stage, biological/environmental variables, and the amount and timing of the alcohol consumption
G. Fear of stigmatizing patients or incurring litigation, lack of screening tools, time, and services, personal discomfort discussing the issue with patients
H. 80%
I. To live independently