Fetal Alcohol Spectrum Disorder (FASD) represents a range of lifelong challenges that arise from prenatal exposure to alcohol, impacting cognitive development, sensorimotor control, and adaptive behavior.
For individuals living with FASD, one of the most profound challenges is difficulty with self-regulation—the ability to manage input responses, attention, and behaviors effectively. This deficit not only affects academic performance and social interactions but significantly impacts daily life quality.
In recent years, clinicians and researchers have increasingly emphasized interventions that specifically target self-regulation as essential for improving outcomes for individuals with FASD. One particularly effective and widely recognized intervention is the Alert Program® Online Course, which leverages sensory strategies and awareness-building techniques to help individuals better regulate alert levels.
The Alert Program® Online Course, developed by occupational therapists, utilizes a straightforward metaphor to teach self-regulation. Participants are encouraged to think of their bodies as cars with engines that can run too high (over-excited or hyped up), too low (fatigued or disengaged), or just right (calm, attentive, and ready to learn). Through structured, playful activities, individuals learn to identify their current “engine” state and use tailored strategies—such as movement breaks or sensorimotor input—to shift into a more optimal state for their current tasks.
Research confirms the effectiveness of the Alert Program®, particularly for the FASD population. One notable study published in the Journal of Developmental & Behavioral Pediatrics found significant improvements in executive functions, such as inhibitory control and social cognition, in children aged 8-12 with FASD who participated in the program. These improvements were sustained even six months after the intervention concluded, indicating that the Alert Program® fosters lasting behavioral changes (Nash et al., 2015).
Further supporting this approach, neuroimaging research published in Frontiers in Human Neuroscience revealed that after completing the Alert Program®, children with FASD showed measurable increases in gray matter volume in areas of the brain associated with self-regulation. These structural brain changes provide compelling biological evidence for the program’s effectiveness, suggesting that targeted self-regulation strategies can lead to meaningful neurological improvements (Wells et al., 2015).
The flexibility of the Alert Program® has also proven beneficial for older adolescents and young adults. A recent adaptation of the program specifically tailored for adolescents with FASD demonstrated high levels of engagement and practical use of strategies in academic and social settings. In fact, a vast majority of participants found the techniques helpful in daily life, highlighting the program’s adaptability across different age groups and contexts (Cole et al., 2020).
However, successful implementation of the Alert Program® requires thoughtful consideration. Professionals, including therapists, medical providers, and social workers, need training to ensure they deliver the program with fidelity and sensitivity. Customization to individual needs is crucial, as no single strategy universally fits all. Moreover, collaborating closely with caregivers, teachers, and community members helps reinforce the self-regulation strategies learned through the program in various environments, strengthening their effectiveness.
Integrating culturally relevant adaptations is also essential when working with diverse populations. For example, research involving Australian Aboriginal communities emphasizes that aligning intervention strategies with local cultural practices significantly enhances participant engagement and overall program effectiveness (Wagner et al., 2018).
Beyond theAlert Program®, additional interventions such as the GoFAR Program and the Math Interactive Learning Experience (MILE) have also shown promise by embedding self-regulation training within academic skill-building activities. These programs underline that self-regulation interventions can be versatile, effectively supporting broader educational and developmental goals for those with FASD.
The critical takeaway is that self-regulation interventions, specifically the Alert Program®, provide transformative support for individuals with FASD. By enhancing self-regulation, these interventions foster improved academic, social, and life outcomes.
Key Takeaways:
- Self-regulation deficits significantly impact daily functioning in individuals with FASD, affecting academic, social, and regulatory domains.
- The Alert Program® Online Course effectively teaches self-regulation using sensorimotor and awareness strategies, with long-term behavioral and neurological benefits.
- Professional training and collaboration with caregivers and educators are crucial for effective implementation and generalization of self-regulation skills.
- Cultural adaptation ensures relevance and enhances engagement when applying self-regulation programs in diverse communities.
- Complementary programs (GoFAR, MILE) further highlight the flexibility and broad applicability of self-regulation interventions in supporting educational and developmental objectives.
By prioritizing self-regulation in therapeutic approaches, professionals can significantly enhance the quality of life for individuals affected by FASD.
The Alert Program® Online Course and Your Best Self Online Course helps individuals integrate these self-regulation principles into daily life. Whether you’re a professional supporting others or seeking personal strategies for managing alertness, the course provides structured, research-based techniques to improve focus, alert levels, and cognitive flexibility. To gain deeper insights and learn actionable techniques for self-regulation, explore the Alert Program® Online Course today!
Explore Alert Program® Online Course and Your Best Self the Alert Program® for All or contact us for group discounts.
References:
- Cole, K. N., Liss, M., & Griffin, K. (2020). Adapting the Alert Program® for adolescents with Fetal Alcohol Spectrum Disorder: A feasibility study. Journal of Occupational Therapy, Schools, & Early Intervention, 13(4), 363–378. https://doi.org/10.1080/19411243.2020.1822260
- Nash, K., Stevens, S., Greenbaum, R., Weiner, J., Koren, G., & Rovet, J. (2015). Improving executive functioning in children with Fetal Alcohol Spectrum Disorders using the Alert Program® for Self-Regulation. Journal of Developmental & Behavioral Pediatrics, 36(4), 273–284. https://doi.org/10.1097/DBP.0000000000000151
- Soh, D. W., Skocic, J., Nash, K., Stevens, S., Turner, G. R., and Rovet, J. (2015). Self-regulation therapy increases frontal gray matter in children with fetal alcohol spectrum disorder; evaluation by voxel-based morphometry. Frontiers in Human Neuroscience, 9, Article 108.
- Wagner, B., Fitzpatrick, J., Symons, M., Jirikowic, T., Cross, D., & Latimer, J. (2018). Culturally appropriate adaptation and implementation of the Alert Program® in Australian Aboriginal communities. BMC Pediatrics, 18(1), Article 379.
- Wells, A. M., Chasnoff, I. J., Schmidt, C. A., Telford, E., & Schwartz, L. D. (2015). Neuroanatomical changes associated with enhanced self-regulation following the Alert Program® intervention in children with Fetal Alcohol Spectrum Disorders. Frontiers in Human Neuroscience, 9, Article 108. https://doi.org/10.3389/fnhum.2015.00108
- Centers for Disease Control and Prevention (CDC). (2023). Treatment and Intervention Services for Fetal Alcohol Spectrum Disorders.
