Fetal Alcohol Spectrum Disorder resources for educators working within primary school settings: a scoping review protocol

Briana Lees; Elizabeth J Elliott; Steve Allsop; Sue Thomas; Julia Riches; Smriti Nepal; Lauren J Rice; Nicola Newton; Louise Mewton; Maree Teesson; Lexine A Stapinski

doi:10.1136/bmjopen-2020-045497

Fetal Alcohol Spectrum Disorder resources for educators working within primary school settings: a scoping review protocol

BMJ Open. 2021 Apr 5;11(4):e045497. doi: 10.1136/bmjopen-2020-045497.

Authors

Briana Lees¹, Elizabeth J Elliott^{2

3}, Steve Allsop⁴, Sue Thomas⁵, Julia Riches⁶, Smriti Nepal⁶, Lauren J Rice^{3

7}, Nicola Newton⁶, Louise Mewton⁸, Maree Teesson⁶, Lexine A Stapinski⁶

Affiliations

¹ The Matilda Centre for Research in Mental Health and Substance Use, The University of Sydney, Camperdown, New South Wales, Australia briana.lees@sydney.edu.au.
² Faculty of Medicine and Health, Discipline of Child and Adolescent Health, The University of Sydney, Sydney, New South Wales, Australia.
³ The Sydney Children's Hospitals Network, Westmead, New South Wales, Australia.
⁴ National Drug Research Institute, Curtin University, Perth, Western Australia, Australia.
⁵ Marulu Unit, Marninwarntikura Women's Resource Centre, Fitzroy Crossing, Western Australia, Australia.
⁶ The Matilda Centre for Research in Mental Health and Substance Use, The University of Sydney, Camperdown, New South Wales, Australia.
⁷ The Brain and Mind Centre, The University of Sydney, Sydney, New South Wales, Australia.
⁸ Centre for Healthy Brain Ageing, University of New South Wales, Randwick, New South Wales, Australia.

Abstract

Introduction: Many children affected by Fetal Alcohol Spectrum Disorder (FASD) exhibit neurocognitive delays that contribute to secondary consequences, including a disrupted school experience. Educators often have limited knowledge or experience in the identification, referral, management and accommodation of students with FASD. Effective resources and tools for educators are crucial to ensure these students are supported in their ongoing learning, development and school participation. This scoping review aims to identify and evaluate resources for educators that aid in the identification, management, or accommodation of students with FASD.

Methods and analysis: A search will be conducted in 9 peer-reviewed and 11 grey literature databases, Google search engine, two app stores and two podcast streaming services (planned search dates: November 2020 to February 2021). Relevant experts, including researchers, health professionals and individuals with lived experience of FASD, will be contacted in February and March 2021 to identify additional (including unpublished) resources. Resources will be selected based on registered, prespecified inclusion-exclusion criteria, and the quality of included resources will be critically appraised using a composite tool based on adaptions of the National Health and Medical Research Council FORM Framework and the iCAHE Guideline Quality Checklist. Relevant experts will also be requested to provide feedback on included resources.

Ethics and dissemination: Ethical approval for this scoping review was obtained from the University of Sydney Human Research Ethics Committee (2020/825). Results of the review will be disseminated through a peer-reviewed publication, conference presentations, and seminars targeting audiences involved in the education sector.

Trial registration: Open Science Framework: osf.io/73pjh.

Keywords: education & training (see medical education & training); public health; substance misuse.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Child
Delivery of Health Care
Female
Fetal Alcohol Spectrum Disorders* / therapy
Health Personnel
Humans
Learning
Pregnancy
Research Design
Review Literature as Topic
Schools