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Please find the following resources provided by the Substance Abuse and Mental Health Services Administration (SAMHSA): Overdose Prevention and Response Toolkit - The primary purpose of this toolkit is to educate a broad audience on overdose causes, risks, and signs, as well as the steps to take when witnessing and responding to an overdose. It also includes sections for specific audiences , including people who use drugs and their family members or caregivers as well as information and links to resources on policy and systems considerations for planning community overdose prevention and response initiatives.

Would you be willing to talk with a family member that shares your experience? The Family Community of Practice believes that families interviewing families with past or current involvement in children's services can enhance current information and provide a more comprehensive view of supports essential for children to address current and future challenges. This information can help systems be more responsive to the range of issues that impact families of children receiving behavioral services. All interviews are voluntary and completely confidential. Help us to strengthen family voice. Share your experience in a Family-Led Interview!

NIAAA Research: FASD in Preschool-aged Children and Early Life Factors FASD United is proud to feature key research advances from NIAAA.  Learn more about this study, published in Alcohol: Clinical & Experimental Research , which finds that, “Early life characteristics show promise in predicting FASD.”   “The objective of this study was to evaluate the performance of a classifier model for diagnosing FASD in preschool-aged children from pregnancy and infancy-related characteristics.”

Here is a link to the digital Special Education Welcome Folder . IU 10 Centre, Clinton, Clearfield As a reminder, our LTF decided to provide LEAs with a few hard copy finished products, then provide resources in a Google folder for them to further sustain the project in a way that best serves their families' needs. The idea of the folders is that districts will provide families who are new to the Special Education process with this folder of resources to better support them in navigating the process. This was an idea that came from a very productive LTF meeting/caregiver conversation earlier this spring, and I am excited to see it come to fruition! Please take a look at what has been included. If you have any suggestions or questions, please do not hesitate to reach out!  Hard copies will be available as well. Erin Chapman, M. Ed. (she/her) Educational Consultant (814) 342-0884 x3057 Central Intermediate Unit 10 200 Shady Lane Suite 100 Philipsburg, PA 16866 Zoom link to meetings https://ciu10.zoom.us/j/8420855320?pwd=RC9OV2lhYTVZVTFTcGFEbnZ6eE9sZz09#success

Multigenerational Effects of Alcohol: A Behavioral Study in Three Zebrafish Populations “In this study, we evaluated the behavioral outcomes of zebrafish populations, offspring of parents exposed to alcohol during embryonic development… Our results demonstrate, for the first time, that FASD zebrafish offspring display behavioral differences… These findings provide insights into the multigenerational and persistent behavioral consequences of embryonic alcohol exposure in zebrafish.” - Neurotoxicology https://pubmed.ncbi.nlm.nih.gov/38857677/

Prevalence of Co-occurring Diagnoses in People Exposed to Alcohol Prenatally: Findings From a Meta-analysis “82 % of individuals with alcohol exposure have at least one co-occurring disorder.  Older individuals, females, and those with an FASD diagnosis had higher prevalences of multiple disorders.  These findings help inform both the diagnosis and support of individuals with alcohol exposure.”- Journal of Affective Disorders https://www.sciencedirect.com/science/article/pii/S0165032724007535?via%3Dihub

Visit our HeadsUp Materials page to view and share our materials https://headsup-pa.org/6633-2/ Find a Center https: // headsup-pa.org/find-a-center/

Emotional hydration entails constant regulation of the lower parts of our brain. Our regulation is affected by our exposure to emotionally challenging situations which is pretty constant in our classrooms.  Neuroscientists tell us the cortical areas of the brain which are required for regulation are not fully developed until age 25. So, we are looking at a room full of students who do not have very well-developed emotional regulation. This means we will have to be the regulating presence in the room in order for our students to optimize opportunity for learning (Martin & OSchnser, 2016). To do this, we need to take small sips of regulation all day to combat our dysregulating experiences. Brainstem & Midbrain Regulation  Drink water (meet basic needs; food and water are regulating)  Body Temperature (Too hot or too cold is dysregulating!)  Rocking/Rhythm (consider bringing a rocking chair into the teacher’s lounge)           Bilateral stimulation (walking)  Breathing (Belly breathing)

https://www.wtae.com/article/pittsburgh-human-trafficking-pennsylvania/60748117