Neuroscience research teaches us that there are environmental factors, teratogens, and other pre or post-natal toxic stress such as trauma, alcohol exposure and drug exposure that can impact the developing brain; affecting myelination and organization of the structure, function, and neurochemistry of the brain. Our experience also tells us that many children who have been impacted in such ways struggle behaviorally. Why is this, exactly? Additionally, why do the standard, commonly accepted parenting techniques fail when applied to these children? And, most importantly, what can parents and providers do to support these children differently (and more successfully)?

Even when we understand that the brain is the source of all behaviors, there is often a gap between knowledge and application of this information, between brain function and “dysfunction”, and knowing what we can do about it. Applying a brain-first approach to parenting children who have FASD and other neurobehavioral conditions works to bridge the gap between brain function and behaviors. It seeks to understand and redefine behaviors from a neurobehavioral perspective as well as redefine the actual problem and solution in a way that is consistent with research.

The result of this shift from a behavior modification lens to a neurobehavioral lens is more effective interventions, increased understanding, and less frustration. We move from trying to change the person to achieving changes by providing appropriate accommodations based on what is known about the way in which their brain works differently.