Formerly known as MOFAS: Minnesota Organization on Fetal Alcohol Syndrome

Exciting News
from MOFAS

If you're looking for the Minnesota Organization on Fetal Alcohol Syndrome (MOFAS) you have come to the right place. We have some exciting news about our organization. We have a new name! MOFAS has officially been renamed Proof Alliance. Our mission remains the same: to prevent prenatal alcohol exposure and to improve the quality of life for people living with fetal alcohol spectrum disorders (FASD).

Why PR%F

We now have the proof that prenatal alcohol exposure is a leading cause of brain injury in children. We have the proof that FASD is 100% preventable and people living with an FASD can reach 100% of their potential.

Why Alliance?

We seek to build powerful alliances with people with an FASD, their families, legislators, experts in the field, new partners, and community members to bring awareness, research, and services to this field.

What's Next?

Proof Alliance is rebranding, expanding, and we're moving! We have a new logo, website, and prevention campaign to help change the norms around drinking during pregnancy. And in May 2019 we will be moving to a stand-alone building. Proof Alliance commits to the people of Minnesota and we will continue to develop transformative programs to help Minnesotans impacted by FASD.

Helping Them Succeed in School

By: Alexa McIndoe,

Low light, soft colors on the walls, quiet and calming environment, constant repetition, these were some of the examples Mary Greene, author of When Rain Hurts, recommended that can help children with an FASD succeed in a classroom setting during our live chat.

Following our ‘back to school’ theme, we have highlighted situations of collaborating with educators, trainings for educators, and describing what FASD is like for these students. But we hadn’t asked parents what works for them. So I asked our Facebook followers for other recommendations to help their children in school.

  • educators and support staff who are educated on FASD
  • sitting on a ball rather than a desk or chair
  • sitting them in the front of the class
  • few distractions
  • routine and consistency
  • visual aids to help with transitions
  • remember it’s not their fault and they do the best they can with what they have
  • check daily comprehension
  • remember their ability to retain information and what they can remember can change every day
  • lots of re-teaching
  • repetition, repetition, repetition

Remember, not all of these work for every child with an FASD. The most important part is to find out what works for the child and being able to adapt when that routine doesn’t work any more.

One of our FRCs helped come up with a Tip Sheet for parents who have children with an FASD.

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