Learning Objectives:

Overall conference learning sessions
By the end of this conference, participants will be able to:

1. Identify current findings and implications of preclinical, translational, and clinical research investigating neurodiversity and Fetal Alcohol Spectrum Disorder (FASD)
2. List strategies for evidence-based treatment and supports for parents, caregivers, and individuals living with FASD
3. Analyze the lived experiences from parents, caregivers, and individuals living with FASD to inform clinical and research practices

Session specific learning objectives, are as follows:
By the end of these presentations, participants will be able to: 

Dr. Jocelynn Cook (keynote speaker): Building Capacity for Prevention, Diagnosis, and Interventions

1. Recognize the complexity of alcohol use during pregnancy
2. Describe how those with FASD differ from those without FASD, according to current diagnostic criteria
3. Identify how evidence can impact prevention, diagnostic systems, and map intervention pathways

Dr. Svetlana Popova (keynote speaker): Global and Canadian Prevalence of FASD

1. Analyze the prevalence of alcohol use and binge drinking by countries, WHO regions and globally among:  a) women of childbearing age and b) pregnant women

2. Analyze the prevalence of FASD by countries (including Canada), WHO regions and globally among:
    a) general populations and b) specific sub-populations (i.e., children in care, correctional     populations, special education populations, and specialized clinical populations)

Denise Kollee & Sue Brooks: Supporting System Change Through Community Partnerships

           1. Recognize key ingredients that supported sustainable community collaborations in Halton
           2. Describe how a regional community of practice was used to create organizational champions
           3. Identify ways the implementation of FASD informed supports in a district school Board was
               operationalized

Jesse Jones: The Social Prescription: Recreation Therapy as the Future of Holistic Healthcare

1. Identify three benefits to using therapeutic recreation and leisure to support children with intellectual and developmental disabilities and mental health.
2. Analyze therapeutic recreation fundamentals, for example, “What is Therapeutic Recreation and how does one recognize the difference between recreation and therapeutic recreation?”
3. Identify at least three basic therapeutic recreation interventions, methods and models and how it contributes to health and wellbeing of children with intellectual and developmental disabilities and mental health.

Dr. Ashley Bildfell & Dr. Morgan Kleiber: Understanding ‘Brain Domains’ Impacted by FASD and their Role in Learning: Evidence-Based Strategies for Supporting Neurodiversity in the Classroom 

1. Describe how various “brain domain” functions impact learning, with a focus on neurodiversity, in a classroom setting.
2. Recognize how genetics and neurobiology contribute to brain diversity and brain domain functions.
3. Distinguish evidence-based clinical interventions (specific to each “brain domain”) that support neuro-atypical as well as neuro-typical students in the classroom.

CJ Lutke, Emily Hargrove, Maggie May, & Justin Mitchell: Field of Dreams: Building Equitable Access to FASD Diagnosis and Services in Your Community

1. Recognize equity as it applies to FASD and essential quality of life.
2. Identify the need for diagnostic processes at all ages.
3. Examine and explore what FASD support services need to include across the lifespan order          to maximize potential.

Dr. Preeti Kar: Brain and Behavioral Development in Young Children with Prenatal Alcohol Exposure

1. Name commonly co-occurring prenatal and postnatal exposures.
2. Describe techniques to complete neuroimaging in young children.
3. Differentiate brain development in young children with prenatal alcohol exposure and unexposed, typically developing children.
4. Identify how brain development relates to cognitive, language, motor, and mental health in young children with prenatal alcohol exposure.

Dominique-Michelle Legacy & Karin Stockwell: Viewing FASD Through an Indigenous Lens

1. Describe key events in indigenous history with the truth & reconciliation calls to action regarding FASD.
2. Recognize common myths around alcoholism, FASD and indigenous communities to challenge unconscious bias.
3. Identify common triggers and potential barriers in their professional practice that impacts the provision of cultural safe FASD care.
4. Describe new knowledge of cultural safety practice to support and advocate for indigenous people living with FASD

Dr. Charlis Raineki: Links Between Immune System Dysregulation and Health Problems Following Prenatal Alcohol Exposure

1. Recall how early-life adversity shapes individual neurobehavioural developmental trajectories, especially in the context of prenatal alcohol exposure
2. Summarize emerging evidence for the wide-ranging effects of alcohol consumption during pregnancy and/or early adversity on offspring mental health
3. Describe how disturbances in early immune system development can have long-lasting consequences for immune function and neurobehavioural development

Angela Geddes & Dr. Brianne Redquest: Supporting Caregivers and People Affected by FASD Through Acceptance and Commitment Therapy (ACT)

1. Describe the overall mental health of caregivers of people with FASD and associated impacts

2. Explain the impact of Acceptance and Commitment Therapy (ACT) or caregivers of people with FASD and for people with FASD.

3. Identify key elements within support groups for caregivers of people with FASD that promote overall effectiveness

4. Discover the core processes of Acceptance Commitment Therapy/Training (ACT) and relevant application within FASD support group activities, as well as their personal lives.