Teachers' needs for an Fasd‐informed resource
A qualitative interview needs assessment based on the Adapt‐ITT framework
Bibliographic Data
| ID | 21375574 |
|---|---|
| Authors | Carson Kautz‐turnbull (0000-0002-0419-0177, Department of Psychology, Mt Hope Family Center University of Rochester Rochester New York USA, corresponding author), Emily Speybroeck (0009-0008-2506-8534, Department of Psychology, Mt Hope Family Center University of Rochester Rochester New York USA), Madeline N Rockhold (0000-0002-1698-2702, University of Rochester), Madeline Rockhold (Department of Psychology, Mt Hope Family Center University of Rochester Rochester New York USA), Christie L M Petrenko (0000-0003-2091-3686, Department of Psychology, Mt Hope Family Center University of Rochester Rochester New York USA) |
| Year | 2024 |
| Volume | 61 |
| Issue | 3 |
| Pages | 1255-1279 |
| Publication date | 2024-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23110 |
| PMID | 38911223 |
| OpenAlex | W4389391599 |
| Language | EN |
| Citations received | 1 |
| References cited | 42 |
Background: Fetal alcohol spectrum disorders (FASD) represent a wide range of neurodevelopmental differences associated with prenatal alcohol exposure and are highly prevalent. The current study represents the initial stages in adapting the Families Moving Forward (FMF) Program, an evidence-based behavioral consultation intervention for caregivers of children with FASD, to a website for teachers. Aims: To understand teachers' needs and preferences for an FASD-informed intervention website and to assess the goodness of fit of the FMF Program to teachers and the school setting. Methods: Twenty-three teachers with experience teaching students with FASD were interviewed. Interviews were conducted via Zoom and lasted about 53 minutes on average. Data were transcribed verbatim and analyzed using qualitative content analysis in Dedoose. Results: Three overarching themes represented teachers' needs for an FASD-informed resource: teachers need evidence-based FASD information and strategies, teachers have very little extra time, and the needs of special and general education teachers vary. Teachers were positive about the concepts of the FMF Program and felt they would have good fit. Conclusions: Teachers need an evidence-based FASD-informed intervention that is easy to use, concise, and responsive to varying needs and levels of experience. Results will inform the adaptation process of the FMF Program.
Medical education · Needs assessment · Pedagogy · Qualitative research · Resource (disambiguation) · Sociology · Applied Psychology · Medicine · Neonatal and fetal brain pathology · Prenatal Substance Exposure Effects · Psychology · Substance Abuse Treatment and Outcomes
Qualitative Content Analysis in Practice
The Adapt-ITT Model
Risk Factors for Adverse Life Outcomes in Fetal Alcohol Syndrome and Fetal Alcohol Effects
An attributional theory of achievement motivation and emotion.
Promoting relationship building and connection
A cognitive (attribution)-emotion-action model of motivated behavior
Three Approaches to Qualitative Content Analysis
Determining Validity in Qualitative Inquiry
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |