People with FASD may have significant brain differences, yet their behaviours may be the only symptoms of their disability. Because of this, FASD has been referred to as an "invisible handicapping condition" (Streissguth, 1996: in Malbin, 2002).

We want your input. Our list of topics for this section includes:

• understand the neurobehavioural basis
• relate behaviour to the brain damage
• manage the environment to prevent behaviours
• use clear communication skills
• build on students' strengths
• establish positive relationships and rapport
• alter negative behaviours
• create a positive peer culture

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