1. Fetal Alcohol Spectrum Disorder
Marcia BessettE,
Dawn Glendenning,
&
Dorothy Melanson

2. Agenda Video & Warm-up activity
What is Fetal Alcohol Syndrome Disorder?
Identification & Characteristics
Prevalence
Best Practices
Instruction
Tasks
Environment
Classroom Management/Behaviour
Activity: Team Case Study
Video & closing remarks

3. Video: Nichalos

4. Fact or Myth? Children with FASD will outgrow it.
There is no benefit in receiving a diagnosis. This diagnosis will brand an individual for life.
People with FASD have low IQ’s.
Children usually plateau at grade 4 in their ability to learn.
The behaviour problems associated with FASD are a result of poor parenting.
FASD is only an issue for certain populations.
A woman who has FASD will have children with FASD.

5. Definition: Fetal Alcohol Syndrome Disorders
FASD is an umbrella term used to describe a full range of permanent birth defects caused by prenatal exposure to alcohol.
Deficits are evident in infancy, childhood and adulthood.
Alcohol-related
Neurodevelopmental
Disorder
Fetal Alcohol
Syndrome
Alcohol-related
Birth Defects
Partial Fetal
Alcohol Syndrome

6. Clarification Fetal Alcohol Syndrome Partial Fetal Alcohol Syndrome
Individuals exhibit 4 key features:
Alcohol exposure
Growth deficiency
Facial features
Brain damage
Partial Fetal Alcohol Syndrome
Individuals exhibit some but not all of the physical signs of FAS and also have learning and behavioural difficulties.
Alcohol-related Neurodevelopmental Disorder
Individuals have learning difficulties, poor impulse control, poor social skills, and problems with memory, attention, and judgment.
Alcohol-related Birth Defects
Individuals have specific physical anomalies; these may include heart, skeletal, vision, hearing, and fine/gross motor problems.

7. Diagnosis of FAS Alcohol exposure Growth deficiency Facial features
Brain damage

8. Behavioural & Learning Patterns
Sensory and motor deficits
Academic learning difficulties
Memory
Language
Cognitive functioning
Behavioural regulation
Adaptive skills
Social skills
Secondary exceptionalities
Talents and strengths

9. Prevalence 1/1000 But…probably more because so many go undiagnosed.
Often times, students with FASD share similar characteristics to other exceptionalities.
ADD/ADHD
ODD

10. Best Practices - Instruction
Use the same terminology when giving instructions or going over an activity
Monitor frequently – be aware of the fact that students with FAS/FASD get easily frustrated and overly stimulated
Remember that to know material one day does not mean the student will know the material the next day

11. Best Practices - Instruction
Students with FAS are very visual – pictures, images, and photos of students involved in activities help students remember the structure and/or schedule
Monitor the student for any signs of stress that may develop into a behaviour outburst and redirect the student if needed
Remember that praise for these students is very important and helps to build self-esteem

12. Best Practices - Tasks Break work into smaller, more manageable chunks
Give one task at a time
Repeat tasks
Put a small number of tasks on a page with white space all around
Display pictures and symbols below whiteboard so the student and other children with additional needs have a visible timetable of the day/lesson

13. Best Practices - Tasks
Have a smaller version of the timetable copied into students’ planner so they can view it during lessons as necessary
Keep tasks short and achievable
Break tasks up with physical activities to expend energy and refocus attention
Support understanding of tasks by explaining directions and ensure student understands
Paraphrase instructions to process steps

14. Best Practices - Environment
Teachers need to create a classroom that is physically and psychologically safe for all students.
Students with FASD benefit from routine, and a predictable environment where their comfort and competence levels can grow.
Planning a safe, calm, flexible, efficient instructional setting will make teaching and learning more effective.

15. Best Practices – Environment
Strategies
Create a calm, quiet environment
Organize space and furniture for flexibility
Organize personal workspaces to promote organization and develop independent work habits
Ensure lockers are easy to access
Develop routines that support learning
Structure the class to accommodate active behaviours
Ensure smooth transitions from one activity to the next
Establish clear rules

16. Best Practices - Behaviour
Observe and monitor
Set limits and follow them consistently
Change reward often
Have pre-established consequences for misbehaviour
Ask the student to tell you the consequence
Just do it

17. Best Practices - Behaviour
Notice and comment when student behaviour is appropriate
Avoid threats
Redirect behaviour
Intervene before behaviour escalates
Protect the student

18. Activity: Case Study You will be divided into three groups:
One will focus on task strategies
One will focus on instruction & classroom environment
One will focus on a behaviour
You have 15 minutes to create your plan
Be prepared to share and justify your strategies
In the end, our class will have created a team plan for a student with FASD.

19. Video: Fran

20. It’s not that they won’t, it’s that they can’t.
One final thought…
It’s not that they won’t, it’s that they can’t.

21. References
Teaching Students with Fetal Alcohol Spectrum Disorder: Building Strengths, Creating Hope. Alberta Learning Speaial Programs Branch
What Educators Need to Know about FASD. Healthy Child Manitoba
National Organization on Fetal Alcohol Syndrome (nofas.com)
Case Study