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

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

Video: Nichalos https://www.youtube.com/watch?v=bd3tsHOzTr0&list=PLiFZcDuldDA7k1pnjI1SHzq5p6_Ka-PwJ&index=2

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.

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

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.

Diagnosis of FAS Alcohol exposure Growth deficiency Facial features Brain damage

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

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

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

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

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

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

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.

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

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

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

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.

Video: Fran https://www.youtube.com/watch?v=jKnGZXh8hhg&list=PLiFZcDuldDA7k1pnjI1SHzq5p6_Ka-PwJ&index=5

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.

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 www.bced.gov.bc.ca/specialed/fas