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.

Evaluation

What?

During the transition planning years an evaluation that provides the team information on the student’s needs, strengths, goals for the future and what assistance is needed to achieve that goal needs to be completed. The assessments consist of interviews, file reviews, formal testing tools and should address each of the five areas of transition—post secondary, home living, recreation and leisure, community participation and employment.

Who?

Students receiving special education services through an Individual Education Plan (IEP) or students entering the determination process for receiving special education services that are of transition age (14-21).

How?

Assessments completed during this transition planning time should be a variety of formal and informal testing. Assessments should include adaptive behaviors and independent living skills, academic performance, self advocacy skills, assistive technology needs, healthcare needs, communication skills and identify the interests of the student. Typically the assessment is done by members of the IEP team with the addition of others who are trained to conduct formal assessments. Testing is usually identified as part of the three year assessment process but team members can request additional testing whenever a concern is identified or if the team is unsure of how the student functions in any of the five areas of transition.

Where?

PACER Transition Toolkit: http://bit.ly/M7vjpF
National Technical Transition Assessment Center: http://bit.ly/1etV3n7

Formal Testing Tools

  • Behavior Rating Inventory of Executive Functioning (BRIEF)
  • Vineland Adaptive Behavior Skills
  • BRIGANCE Transition Skills Inventory
  • Employability Skills Inventory
  • Transition Skills assessment
  • Responsibility and Independence Scale for Adolescents (RISA)
  • Adaptive Behavior Assessment (ABAS)
  • Transition Behavior Scale
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