This study takes a closer look at how caregivers and educators complete behaviour and executive functioning questionnaires for children and youth with prenatal alcohol exposure (PAE). What stands out is that responses that are often flagged as “concerning”, like very negative ratings or inconsistent answers, show up more frequently in this group than in general populations.
Instead of treating those responses as unreliable, the research suggests we need to read them differently. These patterns can reflect the real, day-to-day complexity of supporting a child with FASD, where behaviour can shift across settings, expectations, and moments. They may also point to the level of stress or challenge being experienced by caregivers and educators. In other words, the responses themselves are telling us something important, not just about the child, but about the context around them.
What this means for WRaP FASD Instructional Coaches
This research reflects what many WRaP coaches already see: when educators describe students in intense or inconsistent ways, it often points to real complexity, not inaccurate reporting. Behaviour can shift significantly across environments, and that variability is part of the FASD profile.
For coaches, this is an invitation to shift the conversation from “Is this accurate?” to “What is this telling us?” Supporting educators to look for patterns, consider environmental factors, and understand behaviour in context can lead to more effective, responsive strategies.
It also reinforces the importance of validating educator experience. When challenges feel high, they usually are. Coaches can acknowledge this while helping educators build structure, consistency, and supports that reduce overwhelm.