{"id":{"repo_id":"uwo","oai_identifier":"oai:uwo.scholaris.ca:20.500.14721/28689"},"canonical_url":"https://search.dev.ndltd.org/etd/uwo/oai:uwo.scholaris.ca:20.500.14721/28689","repository":{"repo_id":"uwo","name":"Western University","base_url":"https://uwo.scholaris.ca/server/oai/request"},"display":{"title":"Adolescents with FASD: Education-Based Strategies for Social Skills Development","abstract":"Fetal Alcohol Spectrum Disorder (FASD) is a permanent neurodevelopmental disorder characterized by physical, mental, and learning disabilities. Despite variability, individuals with FASD consistently struggle with acquiring appropriate social skills. Limited research has explored educational strategies that facilitate or hinder the development of social skills acquisition. The purpose of this study was to evaluate whether secondary schools have or plan to implement social skills training programs, and whether or not they are effectively targeting areas of vulnerability. In addition, the study hoped to produce recommendations for forming a successful social skills program. Nine semi-structured interviews were conducted with caregivers and service providers to identify common themes. Five themes emerged that outline key components of a successful social skills program, which addresses current weaknesses and builds upon current knowledge: Becoming FASD informed, holistic consultation, engaging the zone of proximal development, incorporating dialectical behavioural therapy (DBT) skills, and building a sense of belonging. These themes are discussed in relation to the social challenges faced by individuals with FASD, current gaps within educational programs, and future directions for constructing a formal social skills program.","abstract_html":"Fetal Alcohol Spectrum Disorder (FASD) is a permanent neurodevelopmental disorder characterized by physical, mental, and learning disabilities. Despite variability, individuals with FASD consistently struggle with acquiring appropriate social skills. Limited research has explored educational strategies that facilitate or hinder the development of social skills acquisition. The purpose of this study was to evaluate whether secondary schools have or plan to implement social skills training programs, and whether or not they are effectively targeting areas of vulnerability. In addition, the study hoped to produce recommendations for forming a successful social skills program. Nine semi-structured interviews were conducted with caregivers and service providers to identify common themes. Five themes emerged that outline key components of a successful social skills program, which addresses current weaknesses and builds upon current knowledge: Becoming FASD informed, holistic consultation, engaging the zone of proximal development, incorporating dialectical behavioural therapy (DBT) skills, and building a sense of belonging. These themes are discussed in relation to the social challenges faced by individuals with FASD, current gaps within educational programs, and future directions for constructing a formal social skills program.","abstract_has_math":false,"creators":["Wiendels, Samantha Louise"],"institution":"The University of Western Ontario","degree_name":"MA","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Brown, Jason"],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-02-25","date_published":"2019-02-25","updated_at":"2026-07-27T21:56:20Z","subjects":["FASD","education","social skills","school","social development","intervention"],"languages":["en_ca"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/20.500.14721/28689","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Brown, Jason"]},{"key":"dc:creator","label":"Author","values":["Wiendels, Samantha Louise"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-07-10T16:14:03Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2025-07-10T16:14:03Z"]},{"key":"dc:date.issued","label":"Date","values":["2019-02-25"]},{"key":"dc:publisher","label":"Institution","values":["The University of Western Ontario"]},{"key":"dc:type","label":"Dc Type","values":["thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["FASD","education","social skills","school","social development","intervention"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_ca"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/20.500.14721/28689"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."]},{"key":"dc:description.abstract","label":"Abstract","values":["Fetal Alcohol Spectrum Disorder (FASD) is a permanent neurodevelopmental disorder characterized by physical, mental, and learning disabilities. Despite variability, individuals with FASD consistently struggle with acquiring appropriate social skills. Limited research has explored educational strategies that facilitate or hinder the development of social skills acquisition. The purpose of this study was to evaluate whether secondary schools have or plan to implement social skills training programs, and whether or not they are effectively targeting areas of vulnerability. In addition, the study hoped to produce recommendations for forming a successful social skills program. Nine semi-structured interviews were conducted with caregivers and service providers to identify common themes. Five themes emerged that outline key components of a successful social skills program, which addresses current weaknesses and builds upon current knowledge: Becoming FASD informed, holistic consultation, engaging the zone of proximal development, incorporating dialectical behavioural therapy (DBT) skills, and building a sense of belonging. These themes are discussed in relation to the social challenges faced by individuals with FASD, current gaps within educational programs, and future directions for constructing a formal social skills program."]},{"key":"dc:title","label":"Title","values":["Adolescents with FASD: Education-Based Strategies for Social Skills Development"]}]}],"canonical_facts":{"dc:contributor.advisor":["Brown, Jason"],"dc:creator":["Wiendels, Samantha Louise"],"dc:date.accessioned":["2025-07-10T16:14:03Z"],"dc:date.available":["2025-07-10T16:14:03Z"],"dc:date.issued":["2019-02-25"],"dc:description":["The thesis cover page in the PDF document includes references to Western University’s previous institutional repository platform, known as Scholarship@Western, and links to that platform (beginning with ir.lib.uwo.ca). In citing or referring to this thesis, use the DOI or handle from this page instead. Sample citation: Author name, \"Thesis title.\" (Year). Western University Open Repository. https://doi.org/10.71858/123456."],"dc:description.abstract":["Fetal Alcohol Spectrum Disorder (FASD) is a permanent neurodevelopmental disorder characterized by physical, mental, and learning disabilities. Despite variability, individuals with FASD consistently struggle with acquiring appropriate social skills. Limited research has explored educational strategies that facilitate or hinder the development of social skills acquisition. The purpose of this study was to evaluate whether secondary schools have or plan to implement social skills training programs, and whether or not they are effectively targeting areas of vulnerability. In addition, the study hoped to produce recommendations for forming a successful social skills program. Nine semi-structured interviews were conducted with caregivers and service providers to identify common themes. 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