Nationally, there is a shortage of professionals involved in the diagnosis of FASD. This is reflected in South Yorkshire and there is not yet a clear pathway for an FASD diagnosis. Some children and young people have been able to gain a diagnosis, some through private assessments.
In recognition of these challenges, One Adoption South Yorkshire has developed a steering group that is looking at developing a clear route for diagnosis.
Talk to your GP
Speak to your GP or Health Visitor if you have any concerns about your child's development or if you think they may be affected by FASD.
For any FASD diagnosis, you may be asked for the following:
- any proof you might have about an alcohol-exposed pregnancy
- any proof from school or other professionals about developmental challenges.
- baby pictures that show the face
Your GP may be able to refer you to a paediatrician for multidisciplinary team assessment. The paediatrician may conduct a CHG blood test to rule out genetic issues. To gain a full picture, assessments should ideally include:
Neurodevelopmental, neuropsychological or neurocognition assessments, speech and language assessments, sensory integration from an Occupational Therapist.
How a diagnosis is made
🤰 Confirmation of Alcohol Exposed Pregnancy - Professionals will ask if proof of prenatal alcohol exposure can be provided. Sometimes this will involve a review of maternal records by professionals. However, this could be documentation such as - reliable clinical observations, self-reports or reports from medical records documenting positive blood alcohol concentrations, alcohol treatment or other social, legal or medical problems related to drinking during pregnancy.
🧠 Related symptoms - According to SIGN 156 a diagnosis/ descriptor of FASD is made only when there is evidence of pervasive and long-standing brain dysfunction, which is defined by severe impairment in three or more of the following neurodevelopmental areas of assessment - motor skills, cognition, memory, neuroanatomy/ neurophysiology, academic achievement, language, attention, executive function, affect regulation, adaptive behaviour, social or social communication.