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FASD a Hands on Approach
Transcript of FASD a Hands on Approach
Presented and created by:
WRaP Success Coach
What Should I Know?
FASD ... Beneath the surface
The FASD Brain
What about the spectrum?
An "umbrella" term encompassing the entire spectrum of effects, including FAS, pFAS, ARND.
Fetal Alcohol Spectrum Disorders:
what comes with the package -
the direct result of drinking during pregnancy
Dysmaturity is different from immaturity. While 'immaturity' suggests the person could function in a manner compatible with age, Dysmaturity means the person is functioning at a level younger than their chronolgical age.
are a result of chronic frustration, trauma and failure that happens again and again and again
Secondary characteristics are preventable -
they are normal attempts to protect from pain, including shame and embarrassment.
feelings of overwhelm look like frustration, disruptive, tantrums, resistant, demanding
excessively irritable, touchy, resentful
anxious, fearful, dependent
shuts down, may appear 'flat' or as if they don't care
poor self concept
low self esteem
may be a loner, isolated, bullied
hypochondriac - trouble identifying feelings, so physical complaints "take the place"
argumentative with everyone
truancy, running away - extreme avoidance
issues with mental health
is what happens over time when someone has no support
These are preventable.
The cumulative net effect contributes to:
trouble at home
trouble at school
trouble in the community
trouble with the law
mental health problems
may have slow cognitive and/or auditory pace
difficulty making connections, generalizing
may have difficulty weighing and evaluating, making decisions
may be rigid, have little flexibility of thought and action
are often very literal, concrete, contextual learners
speech and language characteristics
difficulty abstracting and predicting
may become easily fatigued
may have sensory issues and different responses to stimuli - light, sound, temperature, touch, smell, taste, etc
illusions of competency and the ability to fake symptoms
Over time, secondary characteristics become patterns of defensive behaviours.
Executive Functions are central processes that are most intimately involved in giving organization and order to our actions and behaviors.
Students with FASD have difficulty with abstract thought, time, organization, planning, and short term memory.
Move from what’s wrong with them to what is going on for them.
Circle of Courage
Doesn't care; shut down
Refuses to sit still
Trying to make me mad
Trying to get attention
Not trying to get the obvious
Confabulates; fills in
Tired of failing; exhausted
Defensive, hurt, abused
Doesn't "get it"
Needs contact, support
Is developmentally younger
Doesn't understand ownership
May not understand proprieties
Needs to be retaught many times
From seeing child as:
To understanding child as one who:
No good outcomes
Reframing perceptions, defusing
Working with, rather than at
Trying differently, not harder
Re-energized; new options to try
Seeing and supporting strengths
Personal shifts from:
To feelings of:
Recognizing brain differences
Expanding professional options;
developing effective strategies
Professional shifts from:
Beliefs dictate behavious. The belief that neurobehavioral symptoms of FASD are willful or intentional generates punishment. This in turn, often results in an array of secondary defensive behaviors. The key to prevention is linking the idea of brain dysfunction with presenting behaviours, reframing perception, and moving from punishment to support. The shift is from seeing a child and as one who "won't" do something to one who possibly "can't".
This shift includes moving from:
Want to hear more?
What does this mean?
intrusion errors- adding in extra information, ie. colourful details
strengths are their ability to retain information
impact of language: how can they learn if they don’t understand....
if they don't understand, how do they learn it.
What does this mean?
They can’t visualize things in their head.
What does this mean?
remembering the source of information (Johnson et al. 1993), ie. where the information came from
Biggest challenge? Internal condition, ie. did I think it or did I say it?
The Pathways Change...
Information gets from one place to another,
just takes some detours along the way. People with FASD
need a little longer to process information.
"Modify the environment, not the child."
"Try differently, not harder“.
- Diane Malbin
The Wellness Resiliency and Partnership project is a provincial project supporting Jr/Sr high schools students who are diagnosed with FASD. Funded through Alberta Education the project is entering its 6th year of capacity building and collaboration in schools throughout the province of Alberta. Success Coaches use a wraparound model to support students to set and achieve academic goals, engaged students and nurture social, emotional and physical well being.
1 in 100
are affected by FASD
BRAIN NOT BLAME!!!
FASD is an organic brain based disability.
Students with FASD have brains that work, but differently. Acknowledge the link between the brain and behaviour. Behaviour is brain-based, when the brain is damaged the behaviour is atypical SO....
don’t waste your time trying to change it. Instead change the environment!
There is no set of strategies that work for everyone...
Be fluid in your strategies, allow for flexibility
Build trust in your relationship
think outside of the box!
Take a minute....
"Let's just sit down for a couple of minutes. All you need is a couple of minutes of my time and you would see my potential."
-Skylen - 17 yr old student WRaP Project youth ambassador
The Circle of Courage® is a model of positive youth development based on the universal principle that to be emotionally healthy all youth need a sense of belonging, mastery, independence and generosity. This unique model integrates the cultural wisdom of tribal peoples, the practice wisdom of professional pioneers with troubled youth, and findings of modern youth development research.
Some simple tips to help
students with FASD in their
executive functioning is to
do things like...
remind them often
write down plans
lower your expectations
don't expect them to remember and do
not expect them not to do it again.
Students with FASD Require...
Mind Body Spirit
"Don't run John" ... the student may only hear the key word run. This can cause confusion between the student and yourself.
say what to do instead of what not to do. avoid negatives like don't, no, and can't.
instead say "John, walk."
using the behavior you want from John instead of what you don't
Avoid using idioms
Idioms are words or phrases that mean something different than their expected definitions.
Idioms cause confusion in what you really expect from the student.
instead of saying "Mary, hop to it!" Try saying "Mary, work now".
use the same words to repeat instructions. Sometimes we use different words or directions in hopes that the student may understand better.
use students name "Bob keep working, keep working".
allow time for student to process instruction
many students have difficulties with oral instructions.
use visual stimuli, prompts or gestures to explain.
once visual tools are learned the student will be able to use them independently
eg. pictures of classroom rules, story boards, pictorial timetable, and maps
gestures for stop, or listen are great ways to cue the student discreetly.
Give directions one at a time
do not overwhelm student with multi-step or vague instructions. "straighten up your locker"
instead give step by step instructions on what you want the child to do.
eg. "take all garbage out of your locker and put into trash"...."make a pile for your binders only"..."take any pens and pencils you see and put them in this pencil case"....etc.
use a checklist giving the student control over the situation.
Give Directions in Order
avoid using before/after, while/during. The student may not understand the meaning of time concepts.
"before we play basketball, we must finish math" the first thing the student may hear is play basketball and will get confused.
"First Math, then Basketball" is straightforward and concrete.
Ask Concrete Questions
think about your question's answer if taken literally. eg. "where do you live?" the student may say "in a house". This may cause you to get frustrated with student.
Keep questions simple
ask for exact information
Ask the learner to show understanding
Ask student to show you how a task is done, this way you can observe if the student really understands.
eg. reciting a lock combination and opening the lock are two different things.
Allow for more time
Allow time for student to process what you are saying to them.
"Ten second kids in a one second world" -- Diane Malbin
Give advance warning of an activity or transition
allow brainstorming or pair sharing
Trouble with Law
Its a Brain thing