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Background: Fetal alcohol spectrum disorders (FASD) represent a wide range of neurodevelopmental differences associated with prenatal alcohol exposure. Though FASD is highly prevalent, teachers generally report feeling ill-equipped to support their students with FASD. The Families Moving Forward (FMF) Program is an evidence-based behavioral consultation intervention for caregivers of children with FASD and has been adapted digitally into FMF Connect, a mobile health app. The current study represents the initial stages in adapting the FMF Program to a website for teachers and schools, guided by ADAPT-ITT, a framework for adapting evidence-based interventions to new populations. Aims: To understand teachers’ needs and preferences for an FASD-informed intervention website and to assess the goodness of fit of the FMF Program to teachers and the school setting.Methods: Twenty-three teachers with experience teaching students with FASD were interviewed. Interviews were conducted via Zoom and lasted about 53 minutes on average. Data were transcribed verbatim and analyzed using qualitative content analysis in Dedoose.Results: Three overarching themes were prevalent regarding teachers’ needs for an FASD-informed resource: teachers need evidence-based FASD information and strategies, teachers have very little extra time, and the needs of special and general education teachers vary. Teachers were positive about the concepts of the FMF Program and felt they would be a good fit.Conclusions: Teachers need an evidence-based FASD-informed intervention that is easy to use, concise, and responsive to varying needs and levels of experience. Results will inform the adaptation process of the FMF Program. |
