Article fetal alcohol spectrum disorder and firesetting behaviors a guide for cjs, fire, and forensic professionals published version

ISSN: 2472-2626 (ONLINE)
Fetal Alcohol Spectrum Disorder and Firesetting Behaviors:
A Guide for Criminal Justice, Fire, and Forensic Professionals
Jerrod Brown, M.A., M.S., M.S., M.S., Cody Charette, Ph.D., Anthony Wartnik,
Don Porth B.A., Kathi Osmonson, Nikki Freeman, MA, LPCC, Kimberly D. Dodson, Ph.D.,
Julie Martindale, B.A, Jodee Kulp, Ann Yurcek, Anne Russell, Elizabeth Quinby, M.A,
& Kayla Vorlicky, B.A.
Abstract
Fetal Alcohol Spectrum Disorder conditions involve lifelong disabilities caused by prenatal
alcohol exposure. They encompass a host of deficits that impair adaptive, cognitive, emotional,
and social functioning. Individuals with these deficits are at increased risk of entering the
criminal justice system. The purpose of this article is to inform criminal justice and fire
professionals about traits of the disorders as they relate to fire prevention and safety. Awareness
of the impaired cognitive and adaptive functioning of this population may assist during
interviews in the firesetting context. Understanding this disorder and the way individuals with it
learn and process information enables professionals to reduce firesetting-setting behaviors within
this population.
Keywords: Fetal Alcohol Spectrum Disorder (FASD), firesetting, interventions, safety

Fetal Alcohol Spectrum Disorder and Firesetting Behaviors/Brown/Charette/Wartnik/Porth/Osmonson
www.jghcs.info (2472-2626 ONLINE) JOURNAL OF SPECIAL POPULATIONS, VOLUME 1, NUMBER 2

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Fetal Alcohol Spectrum Disorder
Fetal Alcohol Spectrum Disorder (FASD) is an umbrella term for conditions caused by prenatal
alcohol exposure (American Psychiatric Association [APA], 2013). This disorder involves
permanent brain damage, including difficulty with self-regulation of emotions and behavior,
which has lifelong consequences on cognition (Brown, Gudjonsson, & Connor, 2011; Brown,
Wartnik, Connor, & Adler, 2010; Fast & Conry, 2004; Fast, Conry, and Loock, 1999; Greenspan
& Driscoll, 2016; Macpherson, Chudley, and Grant, 2011; Mela, 2015; Wartnik, Brown, &
Herrick, 2015; Wartnik & Carlson, 2011). Fetal Alcohol Spectrum Disorder affects between two
and five percent of the US population (May et al., 2009; May et al., 2014), with a prevalence rate
greater than more widely recognized conditions such as schizophrenia and autism spectrum
disorder (ASD; (APA, 2013). There are a number of primary cognitive deficits seen in FASD
including intellectual functioning, learning and memory, attention, sensory integration, and
executive function (Kodituwakku, 2009; Mattson, Crocker, & Nguyen, 2011; Petrenko, Tahir,
Mahoney, & Chin, 2014; Steinhausen, Willms, & Spohr, 1993; Stephen et al., 2012; Verbrugge,
2003). Impairments in executive function have the most significant impact on conduct, such as
firesetting. This is due to the impact on executive control skills in the frontal lobes that control
emotion and behavior (Brown, Wartnik, Connor, & Adler, 2010). As a result of FASDs high
prevalence rate, fire professionals are likely to encounter individuals either diagnosed or
suspected of, but clinically undiagnosed, with FASD on occasion.
Several medical diagnoses fall under the FASD umbrella including: fetal alcohol
syndrome (FAS), partial fetal alcohol syndrome (pFAS), alcohol related neurodevelopmental
disorder (ARND), and alcohol related birth defects (ARBD; Chasnoff, Wells, Telford, Schmidt,
& Messer, 2010; Manning & Hoyme, 2007). Each diagnosis is defined by a unique set of
criteria. However, aside from physical birth defects there is no distinction between FASD
diagnoses with respect to brain damage. The extent of the brain damage is not solely dose-
dependent as might be commonly assumed. Instead a number of factors, in conjunction with
PAE, interact to determine what effects of FASD a fetus will experience. Other factors
influencing the presence of FASD may include, but are not limited to: Genetics, maternal
nutrition, birth order, or exposure to other teratogenic agents (APA, 2013). The Diagnostic and
Statistical Manual of Mental Disorders, Fifth Edition (DSM-5) now provides a diagnosis that
addresses the mental health sequelae of FASD: Neurodevelopmental disorder associated with
prenatal alcohol exposure (ND-PAE; APA, 2013, pp. 86, 799). Although the DSM-5 has
identified neurobehavioral disorders associated with PAE as a condition for “further study,”
diagnostic criteria are generally consistent with diagnostic guidelines published by the Centers
for Disease Control and Prevention. For the purposes of this article, the term Fetal Alcohol
Spectrum Disorder or FASD will cover all related conditions.
Effects of FASD
Prenatal alcohol exposure affects a developing fetus in a number of ways. Manifestations
are based largely on the quantity and frequency of alcohol exposure during gestation. Other
factors include epigenetics and genetic makeup. This diagnosis is more likely to be identified in
childhood if there are distinguishing facial abnormalities and discernable intellectual disability
(Verbrugge, 2003). However, because only a small percentage of children with FASD display
both characteristics, accurate identification can be challenging. In fact, most youth with FASD


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enter adulthood undiagnosed (Petrenko, Tahir, Mahoney, & Chin, 2014). Executive function
deficits may affect a child’s adaptive functioning in a range of ways, including: academic
learning, communication, social behavior, and practical skills. Even pediatricians can have
difficulty identifying the condition (Boland, Chudley, & Grant, 2002; Chasnoff, Wells, & King,
2015; Petrenko, et al., 2014; Sokol, Delaney-Black, & Nordstrom, 2003).
As many children with undiagnosed FASD are placed in the foster or adoptive care
systems, caregivers may be unaware of the birth mother’s drinking history. Significant delays in
diagnosing FASD combined with environmental adversity increases the risk of maladaptive
developmental outcomes (i.e., “secondary disabilities”). Maladaptive outcomes may include
mental health problems, disrupted school experiences, victimization, involvement in the criminal
justice system (e.g., jail, prison, and/or psychiatric commitment), inappropriate sexual behavior,
alcohol issues, or other drug-related substance problems (Streissguth, Barr, Kogan, & Bookstein,
1996). Depending on the combination of behaviors, any incident of firesetting in particular, may
be overlooked or overemphasized. While punishment for criminal behavior like firesetting is
essential, it should not omit necessary and sufficient treatment that can help increase the
likelihood of success as measured by recidivism or other metrics. Treatment options should be
made available in order to assist individuals in becoming productive members of the community
and to refrain from any further firesetting behaviors.
With the exception of alcohol-related birth defects, which is a diagnosis reserved for
physical damage to organs and limbs outside the brain; FASD involves damage throughout the
brain. The frontal lobes, hippocampus, and corpus callosum are several, but not all, of the brain
structures that appear to be affected by prenatal alcohol exposure (Hoyme et al., 2016;
Willoughby, Sheard, Nash, & Rovet, 2008). Damage to the frontal lobes causes deficits in
executive function, which according to the Substance Abuse and Mental Health Services
Administration (SAMHSA) may lead to numerous adaptive problems associated with criminal
conduct (Ware et al., 2012). These deficits include (Bartholow, 2012; Brown, Connor, & Adler,
2012; Kodituwakku and Kodituwakku, 2014; Rasmussen, 2005; Rogers, McLachlan, & Roesch,
2013; Ware et al., 2012):
Lack of impulse control Trouble thinking through consequences of actions
Difficulty planning accordingly Difficulty connecting cause-and-effect
Problems empathizing Refusal to accept responsibility
Poor overall judgment Incapable of delaying gratification
Weak emotional control High susceptibility to manipulation
Highly gullible Tendency to engage in explosive episodes

Adaptive impairments in communication make it very difficult for those with FASD to
understand what authority figures (principals, police officers, and fire investigators) are saying to
them and how to respond appropriately (Edwards & Greenspan, 2010; Greenspan and Driscoll,
2016; Kully-Martens, Denys, Treit, Tamana, & Rasmussen, 2012). Furthermore, impaired
behavioral regulation, such as impulsivity and poor concentration, make it difficult for this
population to understand abstract associations (i.e., cause-and-effect; Brown, Connor, & Adler,
2012; Conry & Fast, 2000). Academic struggles (Streissguth et al., 1996) and difficulties with
employment (Clark, Lutke, Minnes, & Ouellette-Kuntz, 2004) often lead to chronic
unemployment and reduced lifetime earnings (Streissguth et al., 1996). When FASD is
suspected, if financial resources are limited, extensive neuropsychological testing to confirm the


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suspicion, is difficult to obtain. Complicating matters are the costs associated with
comprehensive neuropsychological testing necessary to detect the range of deficits in a particular
individual (Lange et al., 2013)
As children with FASD mature, the defining symptoms caused by prenatal alcohol
exposure may change based on the current stage of development. Generally, common symptoms
likely to be seen by fire professionals in youth with FASD include: poor organizational skills,
lack of inhibition, difficulty communicating effectively under stress, perseveration, and problems
with attention (Brown, Wartnik, Connor, & Adler, 2010; Fast & Conry, 2009; Gibbard, Wass, &
Clarke, 2003; Paolozzaa et al., 2014; Rasmussen, 2005; Rasmussen, Wyper, & Talwar, 2009;
Streissguth et al., 1996). Executive function deficits produce impairments in judgment,
comprehension, and abstract reasoning (Kodituwakku, 2007; Rasmussen, 2005; Rasmussen &
Wyper, 2007). Impairments to such critical skills result in adaptive difficulties such as
hyperactivity, impulsivity, oppositional behavior, and conduct problems such as lying, stealing,
and stubbornness (Brown, Connor, & Adler, 2012; Streissguth, 2007; Streissguth, Bookstein,
Barr, Sampson, O’Malley, & Young, 2004). Streissguth et al. (1996) found that regardless of
age, individuals with FASD will exhibit social and emotional delays, which may lead to social
withdrawal, sullenness, moodiness, teasing and bullying behavior, periods of high anxiety, and
excessive unhappiness.
Regrettably, the negative consequences of FASD and its secondary disabilities become
more entrenched as children grow into adulthood (Green et al., 2009; Rangmar et al., 2015;
Streissguth et al., 2004), which may increase the likelihood of criminal conduct such as
firesetting. As previously noted, people with FASD have difficulty controlling impulses, tend to
make poor decisions, and have problems linking cause-and-effect (Fast & Conry, 2009;
Rasmussen, 2005). This cluster of impairments often leads to involvement with the criminal
justice system (Streissguth et al., 1996). Though individuals with FASD do have pervasive
cognitive impairments, often times the impairments are masked through the use of superficial
answers and parroting back of previously provided information (Mela & Luther, 2013, p., 2007).
Masking makes it difficult to detect the presence, and full extent, of an individual’s disability
(McLachlan, Roesch, Viljoen, & Douglas, 2014). This may be further exacerbated by the fact
that many individuals with FASD exhibit discrepancies between receptive and expressive
language abilities (Brown, Gudjonsson, & Connor, 2011; Fast & Conry, 2009).
Case Studies
The following case studies are presented for the reader to develop a better understanding
of the interaction between FASD and firesetting. While each case is unique, common variables
exist. Fire and justice professionals must stay informed about the characteristics of FASD in
order to make appropriate decisions regarding those with firesetting tendencies.
Case study 1 [CS1]. Case study 1 (CS1) involved a male in his early 20s who was never
officially diagnosed with an FASD despite being prenatally exposed to alcohol. He exhibited
many characteristics of FASD including: cognitive, in the form of executive dysfunction,
resulting in impulsivity, poor judgment, long-term planning, and mood dysregulation; social in
the form of isolation, vulnerability to peer pressure and manipulation; and adaptive in the form of
low frustration tolerance and tendency to act out inappropriately.


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From childhood onwards CS1 received numerous diagnoses, including major depressive
mood disorder and anxiety mood disorder, substance use disorders, conduct disorder in
adolescence, and antisocial personality disorder in adulthood. All of these mental health
disorders and conditions have been shown to co-occur with FASD, which greatly complicates
treatment. There was also a history of suicidal ideation, self-esteem problems, insomnia, and
racing thoughts.
This constellation of cognitive, affective, and social impairments had a profound impact
throughout CS1’s life. He experienced persistent difficulties at home and school. He felt
ignored by his parents and did not develop strong family attachment bonds as a young child. His
perception was formed, at least in part, by environmental issues, including his parents’ divorce
during his teens and his father’s detached style of parenting. He was raised by a mother with
history of substance abuse that did not meaningfully change prior to, during, or after her
pregnancy with CS1. The substance abuse reduced the birth mother’s capacity to be physically
and emotionally present and available for her child. As a result, CS1’s perception of rejection
and feeling of abandonment were likely amplified by the problems his social impairments caused
during his attempts to develop emotional bonds with others. Negative experiences at school
from bullying and incidents with other classmates increased his sense of isolation. Although he
received special education assistance, such supports failed to alter his downward developmental
trajectory. A high percentage of youth with FASD lack protective influences such as early
diagnosis and structured, protective, and nurturing caregiving. With this in mind, understandably
CS1 was unable to successfully complete high school.
The symptoms experienced, as described above, played a significant role in CS1
eventually developing antisocial characteristics. In particular, there was a lack of self-control,
self-awareness, and a solid understanding of CS1’s personal challenges. He engaged in
impulsive rule and law breaking acts with little regard for his or others’ safety. He lacked
remorse. His history since childhood included property destruction, thefts, and physical
aggression. Trying to gain friendship and acceptance led CS1 to engage in inappropriate and
illegal behaviors with the encouragement of peers. Such acts included repeated acts of
firesetting. The latter behavior, originally motivated by a desire to be “cool,” gain popularity,
and fit in with his peer group, developed into his habitual response to crisis.
In time, firesetting became a soothing activity for CS1, as a way to relieve stress.
Classical conditioning theory explains this transition. Since CS1’s firesetting behavior was
paired initially with reinforcement from peers he perceived as rewarding or positive, he began
turning to the same behavior to alleviate stress and manage other negative emotions he was
feeling at the time. On one occasion, he engaged in firesetting as a way to vent anger after being
rejected by his peers. Eventually, firesetting became his preferred way of coping with stress.
In his late teens, CS1’s criminal conduct led to a felony conviction and incarceration in
prison. Recently released from prison in his mid-20s, he has had difficulty complying with the
terms of probation, which is not uncommon for those with FASD. Without pro-social supports
to help manage emotions appropriately, the future looks bleak for CS1. In the absence of a more
appropriate coping mechanism, a return to firesetting behavior is likely under elevated levels of
stress.
Case study 2 [CS2]. Case study 2 (CS2) involved a middle-aged female exhibiting
many cognitive, social, and adaptive symptoms typically seen in FASD. Despite the number of
years coping with FASD, CS2 continued to have difficulties in adaptive functioning. At the time


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of CS2’s birth, her biological mother had already experienced lifelong mental health and
substance use issues, including alcohol use during the course of her pregnancy with CS2. Her
biological father was absent. Due to her mother’s neglect and continued use of substances, CS2
was removed from the home repeatedly during childhood and adolescence and placed in multiple
alternative settings including foster homes, group homes, placement centers, and juvenile
detention centers. Each time her living situation changed, so too did CS2’s school environment.
Ultimately, CS2 was unable to complete high school. During her adult years, CS2 reported she
was fired from every job she ever attempted to maintain. Her employment history reflected the
instability of her childhood. As a result of these challenges, CS2 began struggling with
homelessness in her 30s. She currently reported feeling abused, neglected, and hurt by both her
primary caregivers and the social system in general.
Case study 2 (CS2’s) functional and behavioral histories illustrate the adaptive
impairments typically seen in FASD. As a child, she was easily overwhelmed by even minor
challenges. As an adult, CS2 continued to struggle with problem solving, complex tasks, and
using public transportation. Throughout her life, she exhibited a limited attention span, short and
long-term memory problems, visual-spatial reasoning deficits, and reading comprehension
difficulties. Social interactions were problematic, including difficulties maintaining close
relationships, poor assessment of friends and romantic partners, and numerous abusive
relationships.
As a youth, CS2 was diagnosed with several disorders including autism spectrum
disorder (ASD), reactive attachment disorder (RAD), attention deficit/hyperactivity disorder
(ADHD), and oppositional defiant disorder (ODD). More diagnoses emerged in her adult years,
including borderline personality disorder (BPD), post-traumatic stress disorder (PTSD), and
traumatic brain injury (TBI). Substance use disorders accompanied these diagnoses, requiring
detoxification on multiple occasions and court-ordered removal of her child from her care.
Further complicating matters, CS2’s history of low self-esteem, anger dysregulation, sleep
difficulties, social isolation, sexual abuse, and suicide attempts, all frequently associated with
FASD, were undiagnosed, misdiagnosed, or undocumented by previous mental health
professionals.
The executive function deficiencies and associated adaptive impairments in CS2’s FASD
likely explained some of her misconduct. Unfortunately, a failure by mental health professionals
to recognize CS2’s mental health symptoms left no record in court-ordered forensic evaluations.
Deeper examination would have shown that CS2’s mental health symptoms, like misconduct
issues, were symptoms of a larger underlying problem. Executive dysfunction could be traced
back to early childhood. Serious problems in following rules throughout childhood, over and
above what would normally be expected of a child this age. These behaviors began in childhood
when CS2 skipped school, got involved in fights, and ran away from home. As CS2 entered
adulthood, rule-breaking behavior escalated into law-breaking behavior including theft, assault,
and substance use. Firesetting behavior seemed to help CS2 manage anger and other unpleasant
emotions. From the teenage years on, CS2 received several custodial sentences in juvenile
detention, jail, and later prison.
A lack of information regarding CS2’s adaptive impairments early in life makes it
difficult to determine the extent to which head injuries, accidents, abuse, and substance use
contributed to her challenges. Postnatal adversities, in the context of biologically limited coping
capacity, have made CS2’s treatment quite challenging. Although CS2 voluntarily participated
in treatment programs whenever incarcerated, services were inconsistent and not directed at the


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specific skills needed the most including distress tolerance, mood management, and relationship
skills. As a consequence, CS2 has been unable to break her characteristic cycle of emotional
dysregulation and acting out, which has led to repetitive firesetting and legal consequences.
As in CS1’s situation, CS2’s case illustrates how firesetting behavior tends to be viewed
by mental health, legal, and corrections professionals as simply one of many criminal behaviors
engaged in by those with suspected or confirmed FASD. Alternatively, it could be viewed as
evidence of a severe coping deficiency, which may be highly amenable to treatment. Clinical
and forensic evaluations conducted on those with FASD, such as CS1 and CS2, typically focus
on treating the current mental health symptoms, while ignoring the underlying problem
manifesting as a coping deficiency.
Firesetting is generally addressed in the legal setting in one of two ways depending on the
extent of harm to persons or property. If harm is significant, the criminal firesetting charges are
the focus. However, if harm is minimal, focus on the firesetting charges tends to be subsumed
under higher profile crimes and given much less attention relative to the more significant
charges.
Media Case Studies
Media accounts of firesetting provide higher-profile examples of a possible connection
between FASD and firesetting. The following media accounts came from a variety of online
sources. The following media case studies are presented to further explore cases of firesetting
among individuals with known of suspected FASD.
Media case study 1 [MCS1]. Media case study 1 (MCS1) involved a 30-year-old
seasonal firefighter and arsonist who set a series of fires in 2002. One fire merged with a
separate wildfire and ultimately scorched 500,000 acres, destroying approximately 470 homes
(Leonard, 2003, para. 1). The accused later admitted setting fires to earn extra money from
fighting the wildland fires. Such an admission reveals rudimentary ability to understand cause-
and-effect, but deficient higher-order abstract appreciation for the consequences of arson. These
consequences included extensive property damage and a heavy emotional toll on homeowners.
During trial MCS1’s attorney attributed the firesetting to FASD and related mental health
problems so severe that MCS1 spent several months in a prison hospital receiving treatment
before being deemed competent to stand trial. Neither the nexus between the FASD-related
brain damage and MCS1’s mental health problems, nor the nexus between those mental health
problems and the firesetting behavior was adequately explained. After pleading guilty to two
counts of arson, MCS1 eventually served nine years of a 10-year sentence (Bentley, 2011).
Media case study 2 [MCS2]. Media case study 2 (MCS2) involved a male with an
extensive criminal history who set fire to a residence that took the lives of two men in Canada
(Drews, 2013). Although evidence suggested no deliberate intent, or malice aforethought, to
harm the two men specifically, the homeowner and his tenant died of smoke inhalation (Drews,
2013). During pretrial investigation, it was learned that MCS2’s mother began abusing drugs
and alcohol prior to MCS2’s birth, which continued throughout her pregnancy. The defense
attorney requested leniency based on FASD associated adaptive impairments but did not have his
client evaluated by an expert on FASD (Drews, 2013). The defense failed to convince the jury
that MCS2 had FASD and that his actions were the result of the condition. Ultimately, MCS2


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was sentenced to 12 years in prison. It is unknown whether MCS2 received treatment for the
underlying issues that resulted in him being sent to prison (Drews, 2013).
Media case study 3 [MCS3]. Media case study 3 (MCS3) involved a female convicted
of setting fire to her own townhouse. The fire threatened the lives of over 30 children and adults
in adjacent units, causing over $100,000 in damages (Yanagisawa, 2015). After evacuating the
burning complex, MCS3’s neighbors observed her on the opposite side of the street surrounded
by garbage bags containing her possessions. When neighbors asked how she had saved so many
of her belongings, she told them she removed the items prior to the fire. Neighbors alerted
authorities amid concerns MCS3 had set the fire. Following a brief investigation she was
subsequently arrested and charged with arson. During the trial, the court reviewed reports
indicating that, after being adopted at age six, MCS3 was diagnosed with intellectual disability
and may have experienced prenatal alcohol exposure. Symptoms of this included exhibition of
impaired adaptive functioning throughout childhood and on into her adult years when she
struggled with crystal meth addiction. Ignoring the possibility of FASD, her lawyer argued
MCS3 was suffering from crystal meth-induced psychosis at the time of the event. In light of
considerable mental health issues, MCS3 was sentenced to just over one year in jail. Aside from
prescribed medication to address the mental health symptomatology, it is unknown whether
meaningful treatment was received during incarceration.
Media case study 4 [MCS4]. Media case study 4 MCS4) involved a male diagnosed
with FASD who pleaded guilty to separate incidents of sexual assault and arson. This behavior
began with setting a fire in a garbage bin outside the home of a man MCS4 disliked (Jeannotte,
2014). During court proceedings, MCS4’s behavior was attributed to alcohol abuse, symptoms
of FASD, comorbid mental illness, and physical abuse as a child. The defendant received two
years in federal prison and was required to register as a sex offender for 20 years. It is unknown
whether treatment was received during incarceration.
Media case study 5 [MCS5]. Media case study 5 (MCS5) involved a man who set fire
to a local high school. The fire resulted in approximately a half million dollars in damage
(Denzel, 2014). The man’s FASD condition played a prominent role in the conviction rather
than criminal conduct.
The subject waived his Miranda rights and immediately confessed to the crime during
police questioning. Later psychological evaluation not only confirmed an FASD diagnosis, but
also found the subject was highly suggestible. The conviction was based largely on MCS5’s
confession. A year later, authorities learned that another person had actually set the fire.
Retrospective assessment of MCS5’s police statements revealed that during questioning, each
time he provided inaccurate information and was corrected by investigators, remarks were
adjusted to coincide with the new information. Ultimately, the “confession” was consistent with
the evidence provided by investigators to MCS during questioning (Johnson, 2005).
These case studies emphasize the importance of considering FASD symptomatology
during all phases of the criminal justice process. The case of MCS5 showed FASD also had
relevance to different stakeholders when it came to a suspect waiving their rights. This includes
ensuring investigators do not ask leading questions. Additionally, lawyers and judges must take
into account the unfair advantage of the interviewer. Each stakeholder must be careful to
mitigate the potential infringement of due process rights that those with FASD may experience


9
as a result of being a defendant within the legal system. Although these considerations may
require more effort on the part of legal system professionals, the constitutional due process rights
of individuals with FASD necessitate such a nuanced approach.
Key Points When Working with FASD Youth
Detection and identification. Historically, documented proof of exposure to alcohol in
utero is required prior to consideration of an FASD related diagnosis (APA, 2013). A diagnosis
is challenging, as many individuals with FASD are involved in either the adoption or foster care
systems (Burd, Cohen, Shah & Norris, 2011; Chasnoff, Wells & King, 2016). Even when
exposure is documented, FASD cannot be identified solely on physical features, such as stunted
growth and facial abnormalities (Boland, Burrill, Duwyn & Karp, 1998). If present at all, these
features tend to fade as children age (Fast & Conry, 2009). Some youth with FASD are not
intellectually disabled (Brown, Herrick & Long-McGie, 2014; Streissguth et al., 1996). If
diagnosticians lack training about FASD, they may not detect or recognize defects associated
with FASD when the individual has an IQ that falls in the normal range (Elliott, Pane, Morris,
Haan & Bower, 2008). Professionals must understand that significant adaptive and executive
function deficits can still occur independent of IQ scores (McGee, Fryer, Bjorkquist, Mattson, &
Riley, 2008; Schonfeld, Paley, Frankel, and O’Connor, 2006; Schonfeld et al., 2009; Streissguth
et al., 1991; 2004).
The limited availability of historical background from an individual, combined with
adaptive impairments can make FASD difficult to detect (Chasnoff et al., 2016). This is because
adaptive impairments such as an apparent lack of common sense can appear intentional to those
unaware of the underlying biology (Brown et al., 2013; Hoyme, 2016). This remains true even
when using standardized assessment tools (Benz, Rasmussen & Andrew, 2009; Thiel et al.,
2011). Professionals lacked recognition of the FASD symptoms in CS1 over a number of years.
Additionally, as seen in CS2, the diagnostic interview process was significantly complicated by
the presence of co-occurring disorders, head injuries, and substance use.
Executive function deficits. Executive function involves a complex set of cognitive
skills that precede volitional behavior. In neuropsychological testing, those with FASD typically
exhibit impairments in one or more executive function skills, which impacts top-down control
over attention, emotions, urges, and planning (Kodituwakku et al., 1995; Kodituwakku, 2007;
Kodituwakku and Kodituwakku, 2014; Rasmussen, 2005). As a result, those with FASD
invariably have adaptive deficits in social functioning. Cognitive limitations make it difficult for
this population to connect cause-and-effect and to learn from experience. This results in the
continual repetition of the same mistakes (Thiel et al., 2011). Although this population is able to
execute simple plans when not under stress, the likelihood of success decreases with plan
complexity and emotional intensity (Brown, Wartnik, Connor, & Adler, 2010). Impaired
executive function makes following defined probation or parole rules and sentencing guidelines
challenging for individuals with FASD. For example, failing to maintain a stable job or attend
scheduled parole meetings in compliance with release conditions results in higher rates of
violation, and in some cases re-incarceration, than non-FASD offenders.
Many problems experienced by people with FASD result from a lack of impulse control,
problems learning from past mistakes, and an inability to make strategic decisions. This shows
that FASD impacts the ability to align behavior to societal norms. Individuals with FASD


10
typically lack the ability to premeditate actions or to form a justified reason for committing a
crime due to impaired executive function.
Learning challenges. Executive function deficits have a significantly negative effect on
how individuals comprehend information and retain it for later retrieval. By setting fires CS1
learned by receiving positive reinforcement from peers, while simultaneously fulfilling a desire
to be needed. Firesetting also provided an outlet for bottled up emotions. Additionally, CS1
received what was internalized as positive affirmation further reinforcing his desire to continue
the firesetting behavior. For CS1, the focus was solely on the benefits obtained by firesetting,
without conscious regard for the adverse consequences of the acts. The negative consequences
are not simply confined to the individuals themselves through fines or risk of injury. The
consequences can be far more severe to effect the lives of others, and the destruction of property.
The glacial pace of judicial proceedings compounds the difficulties faced with connecting
cause-and-effect. The duration of time from arrest to sentencing can range from several months
to years. Without immediate and consistent negative feedback, individuals with FASD will
likely not comprehend the consequences for their actions. This behavior is conducive for
obtaining immediate reward in the form of an emotional release. However, individuals with
FASD have difficulty comprehending immediate danger and serious long-term legal
consequences that follow the act.
Generalization of learning. Some individuals with FASD fail to generalize learning
from previous situations, and approach all iterations of the same problem as needing a new
solution. This is the functional equivalent of reinventing the wheel each time one is needed.
Despite a particular problem resembling past challenges, the suitability of a previous solution to
solve the current problem is never appropriately considered. In cases of firesetting, this may
manifest in several ways. Individuals may not understand that setting a fire with a match can
cause as much damage as setting a fire with a lighter. Similarly, they may not understand that
lighting a piece of clothing on fire is just as dangerous as lighting a piece of wood on fire. These
examples extend to other settings as well. While it is acceptable to light a fire in a fireplace it is
not acceptable to light a fire in a basement. Such distinctions may appear obvious, but are very
difficult distinctions to make consistently and correctly for those with FASD.
Poor memory. Long-term memory involves the ability to link temporally distant
consequences with specific events. Individuals with FASD have significant problems coding,
retrieving, and communicating memories (Willoughby, Sheard, Nash, & Rovet, 2008).
Difficulty retaining past learned lessons is made more difficult by an inability to effectively use
working memory. Working memory is defined as being able to process a small amount of
information at any one time. Persons with FASD may also lack insight, or “seeing,” into their
actions and remembering the role they play in any given scenario. In turn, this creates a
significant issue when trying to predict possible outcomes of such behavior. Individuals with
FASD tend to perform better when tackling one sequential task at a time. This is particularly
true of tasks not involving abstract tasks of memory or planning. The inability to remember
information can result in extreme emotional distress, especially when questioned by an authority
figure. In CS3, the individual’s emotional state fluctuated between depression and anger,
frequently driven by frustration in applying the basic principles learned in relation to future
choices/responses.


11
Importance of structure. The performance of individuals with FASD is optimized in
well-structured settings with well-established schedules and consistent behavioral norms
(Streissguth, 1997; Streissguth et al., 2004; Wartnik, 2011). However, dynamic settings (e.g.,
multiple homes and caregivers) with less structure tend to result in considerable stress above
what is normally experienced for people without FASD. The lack of structured home and
community life in childhood is evident in many of the aforementioned case studies. Individuals
with FASD are likely to have difficulty concentrating in overly stimulating, stressful situations
such as environments with large crowds, loud noises, or bright lights. Adding sensory input
when attempting to communicate with individuals with FASD may result in difficulty
comprehending the information being received.
Communication deficits. Individuals with FASD may have difficulties cooperating with
authority figures and other professionals, through no fault of their own, due to diminished
capacity to understand and respond intelligently to questioning (Brown et al., 2016). This could
manifest in a myriad of ways, including hindered interviewing, assessments, and/or waiving of
Miranda rights without the legal competency to do so (Brown et al., 2011). Further, FASD is
often characterized by difficulty understanding abstract language (e.g. ideas or intangibles such
as truth, justice, and the American way). This deficit, combined with superficial talkativeness, in
which individuals with FASD present as charming and chatty in an effort to appear normal, may
lead others to overestimate the individual’s competence and comprehension (Brown et al., 2016).
It is common for persons with FASD to have auditory and visual processing disorders causing
differences in perception of events. When auditory processing difficulties are present,
individuals with FASD often lack comprehension of the conversation, but will not admit this
even when directly asked.

Misinterpretation of callousness. In some cases, behaviors resulting from FASD
symptoms can be mistaken as a choice rather than a consequence of FASD. Complicating
matters, the social and cognitive deficits of individuals with FASD may contribute to the
misinterpretation of alleged criminal behavior as premeditated or manipulative, when, in fact,
neither may be true. More often than not, people with FASD are remorseful, but have great
difficulty verbally expressing guilt and contrition. This difficulty results in an impression that
they do not feel remorseful. There have also been cases in which the ability to empathize with
others has been affected dramatically by FASD, as demonstrated in MCS2.
False confession. Individuals with FASD typically experience social and cognitive
deficits. These deficits may result in a higher propensity for false confessions during
interrogation than normally found in the general population. Individuals with FASD are also
more susceptible to being tricked or pressured into accepting responsibility for a crime they did
not commit. These deficits significantly impair the individual’s ability to comprehend
constitutionally protected legal rights, including the right against self-incrimination. As such,
concerns exist over whether the “admission of guilt” from an individual with FASD has been
made knowingly, intelligently, voluntarily, and truthfully as required under the law (Fast & Cory
2004). Fabrication of stories, or “confabulation,” can cause difficulties for people with FASD,
their families, and professionals. Persons with FASD have an increased likelihood, in
comparison to those without FASD, to confess to an act they did not commit. Confabulation
may occur when the individual is unable to remember what actually occurred. These individuals


12
may even falsely admit to a crime rather than disappointing, from their own perception, the
authority figure interviewing them. These difficulties contribute to false confessions and false
testimony, which the individual can, over time, come to believe as actually being true with no
basis in reality. To make matters worse, individuals with FASD are highly susceptible to
suggestion and often exhibit an eagerness to please interrogators, attorneys, or other authority
figures. This obsequious nature can be even more pronounced in children with FASD. As such,
individuals with FASD are particularly prone to victimization and exaggeration, or bluffing, of
their personal abilities, believing it is better to appear delinquent than unintelligent. This can be
seen in the case of MCS4.
Strategies
Intervention Strategies
There are a number of effective treatment and intervention strategies available for this
population. These involve being aware of and recognizing FASD. Of the key aspects to
successfully working with this highly differentiated population is communicating effectively.
Materials must be appropriate for the developmental age of the individual rather than the
chronological age, which may be substantially older. Communication must be clear,
unambiguous, and straightforward without distracting lights, sounds, or other stimuli. Each of
these is discussed in more detail below.
Detection. Fire and other essential public safety professionals should consider FASD as
a possibility when working with individuals who set fires (Brown et al., 2016). Further, the use
of a reliable checklist of red flags used to screen for FASD could assist in detection (Brown et
al., 2014). A collaborative, multidisciplinary approach with professionals who specialize in
FASD and other intellectual disabilities will increase the opportunity for successful identification
and intervention, while providing the best chance for a reduction of firesetting behavior in
identified individuals.
Differing Communication Strategies. The use of simple and unambiguous language is
paramount when communicating with individuals who may have FASD. Allowing extra time to
process information is also highly recommended. Facts should be checked with the individual
for comprehension and understanding. Combining verbal communication with visual cues
increases the chances for understanding and memory retention. Often, individuals with FASD
can present as capable given their chronological age; however, age may be a misleading
indicator of functioning level. Theories on brain development indicate children will not be able
to understand complex problems and multi-step solutions until approximately age 12. A 12-
year-old child with FASD may lack the capacity to understand or perform in comparison to 12-
year-old children without FASD. To account for this possible delay, language and concepts must
be adjusted to the individual’s developmental level, although that developmental level may be
difficult to determine. In general, individuals with FASD are developmentally half their
chronological ages (Brown, Gudjonsson & Connor, 2011). However, involving mental health
professionals and assessments – in particular, adaptive functioning assessments - to determine
developmental age could prove beneficial for investigations and interventions. In some


13
instances, allowing the use of drawing may be a more effective way for the individual to explain
what happened rather than by using language.
Questioning techniques. When assessing firesetting behavior, the use of open-ended,
rather than leading, questions can help in clarifying competence and comprehension (Brown et
al., 2016). To limit harmful or inappropriate outcomes, great care is necessary when questioning
individuals impacted by FASD. The use of reflective questions rather than simply binary
response questions requires reflection and processing on the part of the interviewee. Using
questions such as, “What is your first name?,” rather than just a statement like “Your name
is…,” also help the interviewer establish a baseline reading for how the subject answers simple
and direct non-contentious questions.
Simplistic Education. Education curriculum and presentations should use simple
terminology that presents concepts in concrete terms. This may mean adjusting previous fire
safety lessons in order to adopt lessons that resemble those used for younger children. The best
practice is to use a thoughtful approach with specialized curriculum (Pei, Flannigan, Walls, &
Rasmussen, 2016). The language and education strategies utilized must be simple while
simultaneously not condescending. At the conclusion of a lesson, summarizing will help
consolidate learning. Additionally, using a visual example and a “hands on” approach may also
prove effective.
Follow-through. Individuals with FASD may not be able to connect past events with the
present. They may also lack the ability to retain safety information and apply it in settings other
than where the safety information was taught. Fire professionals should be prepared to educate
caregivers and others involved with this disability. It should be made clear to those with FASD
that they can use the techniques learned in one situation and apply them to many others.
Frequent repetition of key messages will help maintain appropriate, pro-social behaviors
(McLaughlan et al., 2014). Informing all stakeholders that care for the individual about the
specific fire safety messages being reinforced helps provide a consistent uniform message to the
person.
Conducive Environment. Highly stimulating environments (like a fire station or fire
department office) may provide extraneous sensory stimuli, thus hindering the young person’s
ability to listen, comprehend, and perform (Brown et al., 2016). When choosing an educational
environment, choose one free from visual and auditory distractions to maximize the opportunity
for messages to be heard. Consider a healthy snack for the interviewee or student before
commencing with an interview or instruction to limit distraction from hunger. Lighting is also
very important – fluorescent lights are a common trigger for sensory overload in this population.
Interdisciplinary collaboration. Interdisciplinary collaboration by fire professionals
with the legal system (e.g., law enforcement, the courts, probation) and mental health providers
is always encouraged. This is especially true in cases of firesetters suspected of having FASD.
Each discipline brings unique knowledge, skills, and abilities to bear in managing and treating
the firesetting behavior. Similarly, it would be wise to consult with a multidisciplinary team if a
victim of a fire event presents with FASD symptoms.


14
Interviewing Approach
DEAR: An FASD Interviewing Approach
Many comorbid conditions exist within the FASD population. Comorbid conditions
often presenting alongside FASD include: Attention deficit/hyperactivity disorder (ADHD),
conduct disorder (CD), oppositional defiant disorder (ODD), reactive attachment disorder
(RAD), and other various mood disorders. Thus, fire intervention specialists and forensic mental
health professionals without advanced training in FASD are unlikely to be sufficiently prepared
to address firesetting and other problematic behaviors. In an effort to assist fire and other public
safety professionals, the DEAR guide (see Table 1) is a helpful framework for interacting with
individuals diagnosed with, suspected of, having FASD. The acronym emphasizes the use of:
(D) direct language during interactions with the individual; (E) engagement of the individual’s
support system; (A) accommodating the specific needs of the individual; and (R) remaining calm
and non-threatening during interactions. With these recommendations in mind, fire and mental
health professionals have the potential to not only improve developmentally modified fire safety
curriculum, but increase the quality of interactions with those that have FASD. Positive long-
term outcomes may decrease recidivism rates. Although FASD consists of challenging lifelong
conditions, many of these comorbid conditions can be successfully treated with appropriate
psychiatric care and case management. Just as with FASD, the sooner identification and
treatment begins for these disorders the greater the likelihood for favorable outcomes.
Fire Safety Tips for Families Impacted by FASD
Parents play an essential role in limiting the likelihood of firesetting behavior in children
with FASD. Specifically, a well-informed parent has the potential to serve as a protective factor,
minimizing the risk of firesetting. A systematic implementation of appropriate safety
precautions has been proven to be beneficial.
In addition to adopting these integral fire safety tips, a parent or guardian has the
opportunity to serve as a responsible role model for children with FASD. This includes not only
using fire responsibly in the household, but also discussing the harmful impact of fire with
children or at-risk youth. Caution should be taken to do this only if the child has the emotional
maturity and can manage the responsibility. The level of maturity must be determined on an
individual basis. Age alone is not a good measure of maturity or capacity. Parents should also
make it clear that fire is a tool not a toy. Fire should not be the focus of experimentation, or used
without the close supervision and permission of an adult. It is a parent’s responsibility to
emphasize the potential consequences of fire misuse including property damage, severe and
irreparable burn injuries, and a potential loss of life. A multi-faceted approach reduces the exotic
and appealing allure of fire.
Suggestions for Future Research
Firesetting is a dangerous behavior. While most humans are inherently attracted to fire, it
should also invoke a certain level of fear and respect. This is most often driven by the realization
(or experience) that a fire growing out of control can be harmful to property and people.
However, some adults seem oblivious to the consequences or think they are invincible, “nothing


15
bad will happen to me”. This might be expected in children as they lack life experience to view
fire properly from a safety perspective. Yet, some children continue to misuse fire despite
negative experiences such as discipline, punishment, damage to property, or injury to self and
others.
The field of youth firesetting, as a segment of the national fire problem, has always been
under-reported. Youth firesetting is not necessarily seen as a problem as portrayed in some
media accounts. It is certainly tragic when a child-set fire takes a life, especially a young life.
However, despite the emotions associated with the loss, efforts to identify firesetting as a
problem are minimal. Several issues contribute to this inaction.
Lack of data use. Fire service as a whole has a great deal of data available, but it is
minimal at local levels. This may result from limited staffing and resources, leading to less focus
on fire prevention and more on emergency response and suppression. Limited expertise may
also contribute to reduced data analysis and application at the local level. Regardless of the
reason, the fire service is hard pressed to articulate the extent to which FASD-related youth–set
fires impact their communities. The National Fire Incident Reporting System (NFIRS) is
complex. There are many options to choose from for the cause of a fire. Without accurate
utilization of data coding, funding and appropriate prevention curriculum cannot be developed.
Whose problem is it? Fire is normalized and often glorified in American media and
culture in the form of birthday candles, 4th
of July fireworks, and bonfires. The fire service
would seem the most obvious and direct beneficiary of further exploration and research into
youth firesetting. However, when firesetting meets the criteria of a criminal act, it can become a
law enforcement issue, and eventually even a case in the juvenile justice system. The mental
health community is sometimes hesitant to disclose firesetting behavior because it can
complicate placement and treatment options. Burn centers may also provide services to treat
firesetting behavior, yet be disconnected from access to the other systems. Consequently,
available services often do not align. Arrest statistics for juvenile arson do not match fire
statistics reported by fire departments. Burn center statistics are not necessarily consistent with
fire department reporting. Mental health programs are also likely to operate independently. This
provides a very confusing, complex picture of inappropriate firesetting behavior, especially for
those affected by FASD conditions.
Many research projects have been conducted on youth firesetting behavior. Studies
typically involve small populations participating in a certain type of treatment or adjudication
program. While each is valid in its own right, the disparities in population, age, content,
program design, and overall expertise level may cause significant variations in outcomes. This
can interfere greatly with understanding the larger behavioral dynamic and the implementation of
effective treatment strategies at a national level.
The fire service could greatly benefit from researchers studying groups that represent the
entire age spectrum of youth firesetting. Within this demographic, the various motivations for
setting fires should be explored, as well as specific intervention or treatment programs targeting
each motivation. Weather conditions and different seasons may also play a role in the rate of
firesetting. Regional differences may factor in since many youth-set fires occur outdoors.
Research efforts such as these may help provide a clearer understanding of the possible
connection between FASD and firesetting. Without comprehensive research that allows for the


16
examination of the firesetting circumstances and conditions in conjunction with the background
of the child and family it will be very difficult to deduce the factors common to both.
Summary
The conditions related to FASD are only now emerging as a potential explanation related
to some cases involving firesetting. Firesetting intervention program screening instruments have
been used since the mid-1970s (e.g., United States Fire Administration Three-Volume "Juvenile
Firesetter Handbooks, 1978-88) to identify a child/youth’s risk level of recidivistic firesetting.
However, no such tool exists that specifically considers the complexities of FASD when
screening and assessing for firesetting risk. Identification of FASD-related conditions in
children and youth is important, however providing appropriate services to discourage firesetting
is also critically important. Without an appreciation for the unique barriers to learning that result
from the impairments associated with FASD, fire prevention and public education efforts could
prove problematic at best and futile at worst.
The importance of a safe home environment also cannot be overemphasized. Many
children and youth involved in firesetting behaviors do so because of behaviors they observe
from caregivers and other role models in or around their residences. Caregivers such as foster
and adoptive parents, must be educated about FASD conditions. It is important for fire
prevention educators to work with these caregivers to prevent fires and unsafe fire usage.
Ideally, a cooperative, interdisciplinary team approach to intervention is most effective. The
firesetter and their caregivers can be guided through the education and treatment processes to
receive appropriate resources for firesetters with FASD. At present, communities may be
challenged to assemble and fund youth fire intervention teams while meeting other demands. It
must be noted that firesetting intervention programs compete directly with other more highly
visible fire-prevention efforts for funding.
The educational methods and techniques used to address the deficits created by FASD
must be modified to address the brain-based symptoms that are present. An understanding of
brain injury and developmental disabilities in general will greatly assist youth fire intervention
specialists in dealing with FASD-related cases. Taken as a whole, this guide serves as an
excellent introduction to FASD and how it relates to youth firesetting behavior.
Author Biographies:
Jerrod Brown, MA, MS, MS, MS, is the treatment director for Pathways Counseling Center, Inc.
Pathways provides programs and services benefitting individuals impacted by mental illness and
addictions. Jerrod is also the founder and CEO of the American Institute for the Advancement of
Forensic Studies (AIAFS), and the Editor-in-Chief of Forensic Scholars Today (FST) and the
Journal of Special Populations (JSP). Jerrod holds graduate certificates in Autism Spectrum
Disorder (ASD), Other Health Disabilities (OHD), and Traumatic-Brain Injuries (TBI). Jerrod is
also currently in the dissertation phase of his doctorate degree in psychology. Email:
jerrod01234brown@live.com


17
Cody Charette holds a Ph.D. from the Psychology, Policy, and Law program of the California
School of Forensic Studies at Alliant International University located in Fresno, CA. He
specializes in threat assessment, deception detection, intelligence analysis, data analysis, and the
use of technology for indirect assessment of offenders. He is currently a data analyst for the
Fresno Fire Department in Fresno, California. Email: codycharettephd@gmail.com
Anthony P. Wartnik was a trial judge for 34 years, serving as presiding Judge of Juvenile Court,
Family Law Court Chief Judge, Dean Emeritus of the Washington Judicial College, Judicial
College Board of Trustees chair and the Washington Supreme Court’s Judicial Conference
Education Committee chair. Judge Wartnik is a nationally and internationally recognized
speaker, author and trainer on issues involving FASD and the law and teaches post-graduate
courses on forensic mental health and special needs populations at Concordia University, St.
Paul, MN. Email: TheAdjudicator@comcast.net
Don Porth holds a BS degree in Fire Command Administration. He is a 36 year veteran of the
fire service, specializing in education, community outreach, and injury prevention. He has
focused much of his career on youth firesetting intervention services, having led the non-profit
SOS FIRES: Youth Intervention Programs for 22 years and currently serving on the executive
team of YFIRES (Youth Firesetting Information Repository and Evaluation System). YFIRES is
represented by a multi-disciplinary team of subject matter experts providing data collection and
reporting services as well as technical support for firesetting intervention programs. Email:
don@preventthink.com
Kathi Osmonson, Minnesota Deputy State Fire Marshal, Coordinates the Minnesota State Youth
Fire Intervention Team (YFIT). YFIT partners with law enforcement, mental health, justice and
social agencies to sustain a network of professionals who collaborate to provide intervention.
Osmonson started her firefighting career in 1987 specializing in fire prevention, investigation
and youth firesetting intervention. She publishes and reviews articles and presents for national
and international audiences. She is currently pursuing her Master’s Degree in Forensic Mental
Health. Email: Kathi.Osmonson@state.mn.us
Nikki Freeman, MA, LPCC, is a Licensed Professional Clinical Counselor and a Certified
Facilitator of the FASCETS Neurobehavioral Model. She has clinical experience in many
settings: school-based mental health, in-home therapy, therapeutic foster care, behavioral health
coaching, and case management. She specializes in using the neurobehavioral approach with
people who have FASD and their caregivers at Hardy & Stephens Counseling Associates in Elk
River, MN. Nikki has a Master's Degree in Counseling Psychology and a Graduate Certificate in
Child and Adolescent Mental Health from Bethel University in St. Paul, MN. Email:
nikkifreemantot2@gmail.com
Kimberly D. Dodson, Ph.D. is an Associate Professor of Criminal Justice and Criminology in the
Department of Social and Cultural Sciences at the University of Houston – Clear Lake. She
formerly worked as a criminal investigator with the Greene County Sheriff’s Department in
Greeneville, Tennessee. Her research interests include diversity and gender issues in prison,
juvenile populations, special needs populations, evidence-based assessments of correctional
treatment and rehabilitation programs. Her research has been published in The Prison Journal,


18
Journal of Offender Rehabilitation, and Journal of Special Populations. Email correspondence:
DodsonK@UHCL.edu
Julie Martindale, B.A., has spent 25 years working in the field of foster care and adoption and
has worked extensively with individuals who have FASD. As a mental health advocate and
disability educator, she has worked with many families and professionals to better understand
the impact of FASD on our communities. In addition, she is currently working toward a national
certification as a Peer Support Specialist. She and her husband are parents to 11 children, most
adopted through the foster care system, five of whom live with FASD and its challenges. Email:
mmartindale0066@msn.com
Jodee Kulp, has spent 40 years working in the field of foster care, kinship care, and adoptive
care. Since 1997, she has dedicated her research and advocacy to the field of FASD and today
specializes in working with the adult population. She is the author, co-author and contributing
author of twelve books in supporting professionals, families and other caregiving when working
with persons prenatally exposure to alcohol. She publishes and reviews articles and presents for
national and international audiences. Since 2007, her work has been in animal behavior science
and the development of enhancing executive functioning capabilities in persons through the use
of canines. She has been a federally certified Peer Support Specialist since 2013. She is the co-
founder of the international effort RealMindz and founder of FASD Think Tank. Email:
jodeekulp@gmail.com
Ann Yurcek, has been mentoring and supporting parents and caregivers in the FASD, Foster,
Adoption and mental health systems since 1999. She has been an advocate, trainer and writer in
FASD, Trauma, and Special needs children, teens and adults. She had her husband are parents to
12 children, 6 adopted through the foster care system with FASD and other mental health and
medical challenges. Email: anny458@aol.com
Anne Russell is the biological mother of two adult children with FASD. She began working in
FASD in 2000 and in 2007 founded the Russell Family Fetal Alcohol Disorders Association.
She has written three books on FASD and developed the first publically available training on
FASD in Australia. She continues to offer training to health and allied health professionals,
frontline workers, foster caregivers, educators and criminal justice workers around Australia.
Email correspondence: anne@trainingca.com.au
Elizabeth Quinby, M.A., is a Community Supports Director for Integrity Living Options in
Minneapolis, Minnesota. Elizabeth graduated from Saint Mary’s University of Minnesota with a
master’s degree in Counseling and Psychological Services. Elizabeth also works with the
American Institute for the Advancement of Forensic Studies (AIAFS), facilitating trainings in
various topics related to forensic mental health. Email: quinby.beth@gmail.com
Kayla Vorlicky, B.A., is a graduate of Hamline University whose studies focused on the
intersections of criminal justice and psychology. She completed an internship with the American
Institute for the Advancement of Forensic Studies (AIAFS) and continues as a volunteer with the
organization. Her specific interests in the realm of criminal justice and psychology focus on the
criminal behavior or involvement of individuals with developmental deficits, such as those


19
associated with Autism Spectrum Disorder (ASD) and FASD, as well as delusional issues, such
as those associated with schizophrenia. Email: kvorlicky01@hamline.edu
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24
Table 1
DEAR Tips to Assist in Interviewing an Individual with FASD
1. D-Direct Language
As a result of FASD encompassing language-comprehension and other communication
deficits, interviewers and instructors should:
• Employ simple, concrete, and direct language
• Avoid using idioms, sarcasm, and colloquialisms
• Rely on open-ended questions rather than leading or closed-ended questions
• Evaluate for comprehension throughout the conversation
• Conduct a slow-paced, easy-to-follow conversation
• Pause and take frequent breaks
2. E-Engage Support System
Individuals with FASD are prone to difficulty when attempting to make sound legal
decisions. Furthermore, because they are highly suggestible and intimidated by
authority, they will often confabulate and provide, unintentionally, false statements or
confessions in order to please the interviewer or instructor. Thus, it is incumbent on an
interviewer or instructor to:
• Ensure individuals with FASD have adequate representation and is receiving
appropriate due process
• When appropriate inquire if interviewee has a parent, guardian, mentor,
social worker, conservator, or lawyer
3. A-Accommodate Needs
Individuals with FASD tend to be impulsive, inattentive, distractible, and have enhanced
sensory sensitivity. Interviewers and instructors should:
• Choose a quiet location where distractions are limited
• Avoid making physical contact, even light contact on a shoulder, with the
interviewee or student
4. R-Remain Calm
Individuals with FASD often experience emotional dysregulation in the form of anxiety
and anger. Interviewers and instructors should:
• Avoid overwhelming or increasing the stress level of the interviewee or
student
• Use a calm, relaxed interview or teaching style


25
Table 2
Fire Safety Tips for Families with Children Impacted by FASD
General Planning
Lighters and Matches
• Keep lighters, matches, and other combustibles locked up and out of reach of children.
• Treat matches and lighters as if they were dangerous tools (such as a knife or scissors) in
order to set a good example.
• Homes of babysitters, grandparents, or friends may have matches or lighters within reach.
Explain the need for safety to anyone caring for your child, and verify appropriate
measures are being taken.
Escape Plan
• Evacuation plans and predetermined outside meeting places are essential. You should
identify at least two escape exits for every room (young children may not be able to
safely use an upper floor window for escape and will need adults assistance to escape).
• Bedroom doors should be closed while sleeping to keep smoke and heat outside the
room. Smoke alarms must be present in each bedroom as it is a common location for
youth engaging in firesetting behaviors.
• Smoke detectors in bathrooms should also be considered since many caregivers of
children with FASD who set fires have indicated this is a common place for this type of
behavior to occur.
• Smoke alarms with verbal instructions may also give an extra, more effective prompt
• Smoke alarms in hallways and other areas of the home will help detect smoke before fire
spreads far from the point of origin while helping maximize escape time.
• When a smoke alarm sounds, always check if the door is hot to touch before opening it. If
the door is hot, use an alternative exit and gather at the predetermined outside meeting
place. If the door is not hot to the touch open it slowly and look for smoke while staying
as low as possible. If there is no smoke use the regular exits.
• The predetermined outside meeting place must be a location where the arriving fire
department can easily find you. For example, in front of the home. Firefighters need your
assistance to assess if anyone may still be inside.
• Call 911 from outside the home. Leave one person at the predetermined outside meeting
place and send one person to call 911 if you do not have access to a telephone.
• Once outside of the home, stay out. Do not attempt to return inside for any reason.
Smoke Alarms
• Because smoke alarms are essential in warning occupants to evacuate, they should be
installed in and outside every sleeping area with at least one installed on every level of
the home.
• Smoke alarms should be tested monthly and replaced every 10 years (or when batteries
fail). Batteries must be changed in accordance with the device’s guidelines. Some smoke


26
alarms come with batteries that need annual replacement; some are designed to last
several years. The only way to ensure smoke alarms are working at all times is by testing
them monthly.
• Batteries also need to be checked randomly. Because of the noise and sensor sensitivity
issues batteries are often pulled out, and left out, without anyone being told.
Household Appliances/Devices
Cooking
• When cooking, create a 3-foot diameter safety sphere around the stove and grill. Remove
children, pets, and combustibles from the cooking sphere.
• Some cooking fires can best be extinguished by simply placing a lid over the pan to
smother the fire. If this does not work, a household fire extinguisher may be required.
• Never leave an active stove unattended as some individuals with FASD may forget the
stove is on and dangerous.
• Only use a fire extinguisher if you can do so appropriately. Incorrect usage may fuel,
rather than suppress, the fire causing it to be spread.
• Putting water on a cooking fire can spread it outside the confines of the vessel.
• Cooking fires can create shock hazards from electrical outlets and devices nearby.
Electrical
• Extension cords are not intended to replace permanent wiring, and should only be used
on a temporary basis.
• Do not leave laptops or other electronic devices on beds or bedding.
• Do not use any damaged extension cords or electrical devices if the cord is frayed. Keep
all cords out from under rugs.
• If multiple devices must be plugged in be sure to use an extension cord or outlet
multiplier with built-in circuit breaker protection and sufficient capacity to handle the
current load.
• Unplug small appliances when they are not in use.
• Be particularly careful with halogen lamps, such as torchiere floor lamps, which often
operate at high temperatures and can be knocked over easily creating potential fire
hazards if they come into contact with flammable materials.
Furnace
• Inspect furnaces annually and change filters according to manufacturer’s instructions.
• If a furnace’s operation is in question, consult with furnace repair specialists immediately
as carbon monoxide can leak from malfunctioning equipment.
Space Heaters
• When using a space heater be sure to place it on a flat, level surface.
• Space heaters need space to operate efficiently. Remove flammable items from at least a
3-foot diameter sphere around the space heater.
• Newer space heaters have features that allow them to shut off instantly when tipped over
or overheating. Older heaters without these features are likely to be dangerously outdated


27
and should be replaced.
Fireplace
• Use only dry, seasoned wood in fireplaces.
• Use appropriate trash, paper, or newspaper for starting a fire.
• Dispose of ashes regularly in an appropriate metal, airtight container. It may take several
days for the ashes to cool enough for disposal.
• Remove furniture and other flammable items from at least a 3-foot diameter sphere
around the fireplace.
• Have fireplaces inspected annually.
• In the event of a chimney fire, close the fireplace/woodstove doors or dampers if possible
and call the fire department immediately.
• Do not apply water to a chimney fire as it can damage the chimney from the firebox to
the top of the chimney.
• Cracks in the mortar from a chimney fire may allow the next chimney fire to extend into
the attic or other concealed space in your home. Have a proper chimney inspection after
any chimney fire to identify and repair any cracks. Periodic chimney cleaning should
also be performed. The frequency of necessary cleaning will be dependent on the type of
use. Consult a qualified chimney sweep to establish a schedule.
Outside and Garage
• To ensure fire professionals can locate your home as quickly as possible, make sure your
house numbers are easily visible from the street. Firefighters will look for house numbers
on mailboxes, curbs, or near doors first.
• Flammable liquids should be safely stored in marked safety containers, away from heat
sources and exits. Ideally they should be stored in sheds outside of the home.
• Propane and charcoal grills are best located at least 6 feet from the home when in
operation.
Fire Devices
Candles
• Use electronic flameless LED candles or flashlights as a safer alternative to traditional
candles
• When using a flaming candle, maintain a 3-foot diameter sphere from combustibles and
extinguish the flame before you leave the room.
• Candleholders with glass or metal surrounds help keep candles safe from tipping over or
coming into direct contact with flammable materials if they fall over.
• Use candleholders that have a wide, stable base.
• Candles on birthday cakes are often treated as playthings at birthday celebrations. These
activities may seem harmless to adults, but they leave children with the impression that it
is okay to play with candles.


28
Fireworks
• Be a good role model when using fireworks at home.
• As a general rule, if a child cannot legally buy fireworks, they should not be allowed to
light fireworks.
• Empowering children with FASD to use fire can be dangerous in certain instances.
• Any firework that puts off smoke, sparks, or flame is capable of starting a fire.
• Dispose of spent fireworks in a bucket of sand or water. Fireworks are still capable of
igniting combustibles for many hours after they appear to have completely burned out.
Smoking
• If you are a smoker, it is your personal responsibility to keep matches, lighters, or other
ignition devices in a safe place.
• Help kids understand why it is not appropriate for them to use these devices while it is
acceptable for an adult to use them (it is a dangerous tool for adults, not a toy for
children).
• Smoking when drowsy is a leading cause of home fire deaths. Be sure to discard any
cigarette or cigar in a large, deep ashtray prior to going to sleep.

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