Advocacy Using Assessment of FASD in Schools 2-3-17 Constance Patterson

Strengths-based Assessment Moving away from the deficit-only model: What does the child love to do? What does the child do well? What could the child do if they had the opportunity? What are family hopes and dreams for their child? RELATIONSHIP-RELATIONSHIP-RELATIONSHIP –with caregivers, with school staff, with external agencies, with child

Assessment: Promote Thinking about Transition from the Beginning NOT transition planning but long range questions about what skills this child will need to function as independently as possible in the future General skills like functional communication, social skills, following routines Start with the end in mind: what patterns are you looking for?

Assessment: Promote Going Broad and Going Deep Assess all areas where concern has been raised even if not part of the disability Gather data from multiple sources and triangulate the data to assure it is accurate Collaborate with a multidisciplinary team to assure that all areas are covered by professionals with the appropriate training Work closely as a team: staff often and develop additional questions as data are gathered Get releases for information from any other sources of services When patterns are unclear, be prepared to use “preponderance of data” as long as you have strong, objective information to rely on

Assessment: Medical Information Obtain releases to allow the sharing of the information between your team and the physician or other medical personnel Obtain any information that exists Enlist support from the school nurse Work with the parent/guardian to obtain a checkup and referral for diagnostic workup (e.g., developmental pediatrician)

Assessment: A Thorough Developmental History Begin with the end in mind – what patterns are you looking for? Again: RELATIONSHIP! Focus on: Building rapport Prenatal history and mom’s use of alcohol Premature or low weight birth and impact (NICU; prolonged hospital stay) Attainment of developmental milestones Also look for consistent problems with patterns of sleep, feeding and tantrums

Assessment: Communication Skills Need to closely collaborate with a strong speech and language professional Make no assumptions about the similarity of language skills and intellectual ability Assure any language needs are explained to parents and to teachers Assure parents and teachers get consultation from the speech and language pathologist so they can assist the child

Assessment: An FBA and a BIP ASAP Assure the person doing these is well trained to determine cause of behavior Invest the time doing the interviews and observations it takes to really understand the behaviors Build in a fidelity check to assure plan is implemented correctly and consistently Gather data, consult, and adjust the BIP as needed (it is meant to be a living document)

Assessment: Other Behavioral Concerns Observations – comparisons to other (multiple) students of the same gender Multiple interviews with multiple informants Use of broad checklists (e.g., BASC-3) Use of specially focused checklists (Connors for ADHD) Make no assumptions – what looks like “aggressive behavior” may be an attempt to “play” from someone who has inadequate social skills Educate others about FASD and address the assumption that behavior is under voluntary control

Assessment: Cognitive Ability Full scale scores don’t really tell you much (ID or not ID) Don’t let people characterize the child as a child with ID Look at Index scores to think about gathering additional information If a receptive and/or expressive language disorder exists, use a nonverbal cognitive ability test (e.g., UNIT) Pay close attention to the outcome of the adaptive behavior scale; it may be a significant area of information; Should not just be “commensurate with the measured cognitive ability” but should offer information about both strengths and needs

Affective, Social Emotional Great tools – Get multiple sources of information and triangulate Pay attention to what caregivers tell us Formal evaluation of social skills is important – interaction with others is how we build those social skills, so advocate for inclusion as much as possible Assume social skills interventions will be needed and assess for specific needs

Assessment: Putting It All Together What are the patterns you set out to assess – what does the data tell you about those patterns? Can you make a diagnostic decision about FASD? Can you share your information with the physician “pattern of characteristics is consistent with a diagnosis of FASD” OHI- FASD Student profile may allow many classifications under 1508 but last resort After we come to a diagnostic or classification decision the key responsibility in schools is to turn the data into solid recommendations that allow teachers and caregivers to support the child’s progress