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Book Club with Dr. Ira J. ChasnofF - Read bio


August 21, 2018

9-10 AM PST

Book Club with Dr. Ira J. Chasnoff. Follow and use the hashtag #NTIChat to join us.

Topic: Guided Growth, Chapter 4: Prenatal Alcohol Exposure: Effects on the Brain and Impact on Learning

Starter Questions:

1.    What are the four major criteria for diagnosing across the fetal alcohol spectrum?

2.    How can an understanding the concept of “information processing” guide us in recognizing the underlying cause of behavioral problems in children with FASDs?

3.    What are the functional neurodevelopmental domains that must be assessed when evaluating learning and behavioral difficulties experienced by children and teens with FASD?

4.    How do deficits in executive functioning affect learning in the child or teen with FASDs?

5.    How do problems in self-regulation affect learning in the child or teen with FASDs?

Synopsis: Given the approximately 4 million births per year in the United States, there are up to 6,000 children born each year with FAS. But the problem is even worse than these statistics suggest. Data from the 2008-2009 National Survey on Drug Use and Health, based on a national sample of women, revealed that in the first trimester of pregnancy, 20.4% drink alcohol. Thus, 800,000 children across the United States each year may be born with abnormalities of brain structure and function due to prenatal alcohol exposure. These children can suffer from a broad range of difficulties that, while often quite subtle, can compromise the children’s long-term health, behavior, development, and academic achievement.


October 9, 2018

9-10 AM PST

Book Club with Dr. Ira J. Chasnoff. Follow and use the hashtag #NTIChat to join us.

Topic: Guided Growth, Chapter 5: Structuring the Environment for Success

Synopsis: Much of what is written and practiced in the classroom involves addressing emotional and behavioral problems that have a long history and may require direct interventions to modify.  However, another important step toward addressing problems is to prevent their occurrence in the first place.  In general, it is much more effective to prevent problems than it is to respond to them after they have emerged.  There are two principles of preventive behavior management:  promoting positive, desired behaviors and minimizing behaviors that are disruptive to the instructional process.  The classroom that is prevention-focused will use procedures and techniques that focus on both components.


December 11, 2018

9-10 AM PST

Book Club with Dr. Ira J. Chasnoff. Follow and use the hashtag #NTIChat to join us.

Topic: Guided Growth, Chapter 6: Relational and Behavioral Approaches to Behavior Management

Synopsis: Two traditional tools widely used and researched by behavioral psychologists for learning and behavior change are reinforcement and punishment.  Most parents and teachers probably are somewhat familiar with these ideas and use variations of them daily.  As we discuss our approach to behavior management, you will recognize variations on these two strategies that we have found to be the most successful in working with the alcohol- and drug-exposed child.  Taking into account teachers’ and parents’ differing teaching styles and children’s own learning styles, there are some criteria for applying individualized intervention strategies, especially within the context of an eight-step structured problem-solving process.