Variable Structure/ Variable Performance

Abstract

Families of children with alcohol-related disabilities report difficulty choosing the most appropriate educational support services for their children. A case study of a school-age boy with a diagnosis of fetal alcohol syndrome is presented to explore the parent's and teacher's viewpoints about the best educational program for him. During open-ended interviews, the child's mother and teacher described his strengths and challenges differently, ultimately leading to disagreement about the most appropriate educational placement and supports for this child. Analysis of these interviews indicated that differences in environmental structure and adult expectations for child behavior across the home and school settings are one likely source for these diverse viewpoints. These results suggest that intervention planning must take into account this child's variations in performance across contexts. Recommendations for positive behavioral supports are provided to facilitate the child's performance across home and school settings.

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