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FASD 1Oh!?1

The Extenda Mix
by

Tara Soucie

on 5 January 2014

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Transcript of FASD 1Oh!?1

FASD 1Oh!?1
FASD
Fetal Alcohol Spectrum Disorder
The Extenda-Mix
An "umbrella" term encompassing the entire spectrum of effects, including: FAS, pFAS, ARND
presented by
Jeff Noble
Founder & CEO
Noble Initiatives

September 16th 2013
SEPTEMBER 9th
International FASD
Awareness Day
NOBLE
Welcome to
Population 4,164
www.facebook.com/fetalalcoholforever
Fetal Alcohol Forever
w/ Jeff Noble
Jeff Noble
The Extenda-Mix
FASD 1Oh!?1
brain function
FASD characteristics
logic model
what is FASD?
values clashes
paradigm shifts
FASD and success
Think about your brain for a second...
What did your brain today?
1.The brain is a physical organ, no less than the heart and kidneys.
2.Alcohol, other teratogens and traumas kill cells and alter
development in the brains of developing fetuses.
3.Alcohol also alters the structure of cells, reducing myelination and the number of interconnections among cells. Changes at the cellular level alter how cells function. These and other changes in brain design affect memory storage and retrieval, processing speed, ability to abstract, analyze, make decisions, and others.
4.Since these are physical changes, Fetal Alcohol/ Neurobehavioral conditions (FA/NB) is by definition a brain-based, usually invisible physical disability with behavioral symptoms
Logic Model
If this is true, then it follows that:
Providing accommodations for people with FA/NB
is as ethical, appropriate and effective
as providing accommodations for people
with other physical disabilities.
Nowhere am I so desperately needed as among a shipload of illogical humans.
Spock
An "umbrella" term encompassing the
entire spectrum of effects, including:
FAS, pFAS, ARND
What is FASD?
FASD is a brain-based
physical disability.
Estimated annual cost for FASD in Canada:
$6.2 billion
(Thanh & Jonsson)
BRAIN STEM
NEOCORTEX
LIMBIC SYSTEM
Primary Characteristics
what comes with the package -
the direct result of drinking during pregnancy
memory 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
developmental dysmaturity
illusions of competency and the ability to fake symptoms
Verbal Memory
What does this mean?
impaired learning
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.

Visual Memory
What does this mean?
They can’t visualize things in their head.

Source Memory
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?
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.
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.
Verbal Memory
What does this mean?
impaired learning
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.

Visual Memory
What does this mean?
They can’t visualize things in their head.

Source Memory
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?
Iowa Gambling Test
Secondary Characteristics
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
sexual inappropriateness
truancy, running away -
extreme avoidance
issues with mental health
suicide
Tertiary Characteristics
is what happens over time when someone has no support
These are

trouble at home
trouble at school
trouble in the community
trouble with the law
mental health problems
addictions
Over time, secondary characteristics
become patterns of defensive behaviours.
IQ
Cake, less eggs, ain't cake...
Executive Functions are central processes that are most intimately involved in giving organization and order to our actions and behaviours.
Executive functions:
judgment, initiating, shifting, inhibition,
mental flexibility, sequencing, planning, problem solving,
organizing, abstract reasoning
Executive
vs
Functioning
Value Clashes
Values
and
Paradigm
Beliefs dictate behavious. The belief that neurobehavirol symptoms of FASD are willful or intententional 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 sone who "won't" do someting to one who possibly "can't".
As our understanding of the meaning of "organic brain differences" is integrated into everyday life, at home
and in the community, parents and caregivers undergo a personal and professional paradigm shift in how they understand and feel about children with FASD.
Traditional
Applying consequences
Traditional interventions

Changing people
Recognizing brain differences
Preventing problems
Expanding professional options;
developing effective strategies
Changing environments
Professional shifts from:
To:
Won't
Bad
Lazy
Lies
Doesn't try
Mean
Doesn't care; shut down
Refuses to sit still
Fussy, demanding
Resisting
Trying to make me mad
Trying to get attention
Acting younger
Thief
Inappropriate
Not trying to get the obvious
Can't
Frustrated, defended, challanged
Tries hard
Confabulates; fills in
Tired of failing; exhausted or can't start
Defensive, hurt, abused
Can't identify or show feelings
Overstimulated
Oversensitive
Doesn't "get it"
Can't remember
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:
Hopelessness
Fear
Chaos, confusion
Anger
Power struggles
Frustration
Exhaustion
No good outcomes
Isolation
Hope
Understanding
Organization, meaningfulness
Re framing perceptions, defusing
Working with, rather than at
Trying differently, not harder
Re energized; new options to try
Seeing and supporting strengths
Networking, collaboration
Preliminary findings from pre-post tests clearly indicate significant shifts in professionals:
To feelings of:
Personal shifts from:
and
FASD
Shifts
The shift is from seeing a child as someone
who "won't" to someone who possibly "can't".
Anne
Matt
James
Katie
Emily
David
Success!
Success!
Love the student you got, not the one you wish you had.
Keys for
We expect these kids to remember things – they will need to be re-taught.
If they learn the rule in the classroom, they may not remember in the hallway.
Success
Diagnosis before age 6
A stable placement with a family that is trained and supported
Case planning that focuses on building a positive future responsible life planning and does not include placement and school disruptions
Redefine success and long term goals
Make them feel special.. and competent
A school program that understands and supports the primary disabilities of FASD
Use your team! Build connections with parents, teachers, circle of care, etc.
Focus on strengths and positives
Work WITH the kids and develop realistic expectations
Ensure there is activities for unstructured breaks, ie, recess, lunch, etc.
Get them involved, ie. 'escort for a day'
Be creative! Think outside the box.
Have shorter teaching moments, more often throughout the day.
Provide snacks - they are using lots of brain power!
60% of people living with an FASD, will have "disrupted school experience".
Anonymous
Skill/Characteristic
Chronological Age of Individual
18
Expressive Language
Reading: Decoding
Reading: Comprehension
Money & Time Concepts
Emotional Maturity
Physical Maturity
Social Skills
Living Skills
20
16
6
8
6
18
7
11
Developmental Age
Connect with
fasdforever.com
jeff@fasdforever.com
@jeffjnoble
416.805.9950
Thank you!
This day was chosen so that on the ninth day of the ninth month of the year, the world will remember that during the nine months of pregnancy a woman should abstain from alcohol. Anytime is a good time to raise awareness about Fetal Alcohol Spectrum Disorders (FASD).
Myth
Where there is alcohol...
Stressed? Overwhelmed? Burnt out?
Here's why:
Amanda
preventable.
Success
!
facebook.com/fetalalcoholforever
Jeff
FASD is mainly a
First Nation issue.
FASD is solely and directly the result of
prenatal exposure to alcohol.
there is fetal alcohol.
Fetal Alcohol Spectrum Disorders:
Alcohol Related Neurodevelopmental
Disorder
Fetal Alcohol Syndrome
partial
Fetal Alcohol Spectrum Disorder
N'Swakamok Native Friendship Centre
Full transcript