Supporting Students with FASD Primary and Secondary Disabilities Date: Location:

Agenda Welcome back Reflections on learning Primary Disabilities Break Secondary Disabilities Connections Reflection

Primary and Secondary Disabilities (Session 2) To increase understanding of primary and secondary disabilities To increase understanding of how all learners are unique, each with his/her own set of strengths and needs

Making Connections! Why is it important for educators to understand FASD?

Fetal Alcohol Spectrum Disorder FASD describes a spectrum of disorders caused by prenatal exposure to alcohol.

What works? Understanding the child The approach that we will share with you today.

Shift in Thinking View FASD as a brain-based disability IS a problem to HAS a problem Willful behaviours to supporting disability Identify what the learner needs and provide the supports

FASD Approach FASD = physical, brain-based disability Know your learner well (relationship) Observe closely and try different strategies Set up the environment for learner success Plan and interact proactively Be visible Provide the necessary accommodations to support the suspected primary disabilities

Primary Disability A functional deficit that is the result of permanent brain injury.

Primary Disabilities Impulsivity Linking actions to outcomes Predicting outcomes Generalizing information Abstracting Staying still Paying attention Memory Processing pace Sequencing Over stimulation Sensory issues Perseveration Language Dysmaturity or “uneven maturation”

Impulsivity Acting before thinking it through Not always seeing dangerous situations Blurting out May get caught up in the moment and not follow rules Difficulty with impulse control (can be seen as lying, stealing or defiant acts)

Linking Actions to Outcomes/ Predicting Outcomes Being able to imagine something happening before it happens When coupled with impulsivity, there may be safety concerns (does not see danger) Consequences may not work Difficulty problem solving

Processing Pace Slow cognitive pace Need more time to think “10 second people in an 1 second world Diane Malbin May use “I don’t know” as a defense Slow auditory pace May take more time for sound to connect with meaning Similar to hearing every third word of a conversation

Generalizing Information Literal interpretation of words Different logic (if you don’t understand the reasoning behind an action, ask) Learns a rule in one setting but can’t apply it when the environment changes

Abstracting Difficulties learning math concepts Time concepts are challenging (planning future events, being on time, delayed rewards/consequences) Making change or managing money can be difficult Difficulty comprehending the meaning of language/questions

Paying Attention Hyperactive or fidgety Missing directions Responding to questions with unrelated answers Some kids can pay attention much better when they are moving Easily distracted Difficulty multitasking (e.g. listening and taking notes) Appearing focused but difficulty understanding and responding appropriately

Memory Inability to recall information despite repeated instruction or study Inconsistent recall Difficulty following verbal instructions Problems remembering daily routines Challenges recalling facts and procedures (math facts or steps for long division)

Sequencing Difficulty relaying information in order Confusion with event order Recognizing the passing of time is challenging

Over Stimulation Possible difficulties prioritizing and filtering stimuli Could show up as inattention Sensitivities could include sight, sound, touch, smell or taste

Perseveration Keeping on with a task once started Difficulty stopping a task prior to completion Difficulty switching gears Resistance to change

Language Delays in developing speech and language (articulation problems?) Using talk as “filler” (non-stop chatter or “nonsense” questions Parroting without understanding Missing the link between words and actions Confabulation (can be seen as lying or making up stories)

Dysmaturity Understanding the gap between chronological and developmental age is critical to understanding FASD Gaps can become increasingly apparent as the child ages and the disparity is greatest during adolescence Think younger (the child needs “catch-up” time)

Primary Disabilities Impulsivity Linking actions to outcomes Predicting outcomes Generalizing information Abstracting Staying still Paying attention Memory Processing pace Sequencing Over stimulation Sensory issues Perseveration Language Dysmaturity or “uneven maturation”

Video clip “FAS: When the Children Grow Up” National Film Board, 2002 www.nfb.ca

Creating a “Good Fit” Creating a “good fit” involves understanding the learner and providing appropriate accommodations. For more information or for viewing additional POPFASD Learning Modules, go to www.fasdoutreach.ca 25

Strengths Based Approach What are the strengths of your learner? Is your learner… Creative? • Artistic? Athletic? • Helpful? Caring? • Generous? Determined? • Willing? Friendly? • Etc. Etc. Etc. 26

Sentence Activity

Sentence Activity Expectations in the Environment - give a quick response provide a related, descriptive sentence Requirements of your brain process quickly remember, utilize prior information, formulate Possible Primary Disabilities slow processing memory difficulties Do a debrief of the sentence activity - what was different between the first story and the second? The blockage caused by the rule of not using a word with the letter “n” serves as a simulation of slow processing and/or memory difficulties. Explain the chart.

Secondary Disabilities / Behaviours The feelings/behaviours that develop over time when the primary disabilities (i.e.. needs of the learner) are not supported. Now - what are the feelings or behaviours that you felt with the sentence activity? With using the accommodations and creating a good fit, you can alleviate the secondary disabilities.

Secondary Disabilities / Behaviours School problems Trouble with law Drug and alcohol issues Independent living challenges Mental health issues Parenting difficulties Frustration Anxiety Shutdown Anger Fatigue Isolation Poor self esteem Depression Which did you feel?

Poor Fit Good Fit Exists when there is a gap between the expectations and the learner’s abilities Exists when accommodations are provided that support the suspected primary disabilities Relate to the to the sentence activity.

Accommodations - Good Fit Environment Instruction/ Curriculum/ Communication Resources What did Mark’s parents do, after the diagnosis, to provide accommodations? Brainstorm out loud…. 32

Accommodations - creating a “good fit” To Accommodate means to make fit or suitable Strategies and/or adaptations that address the brain disability and reduce the likelihood of secondary disabilities Reference the sentence activity…how did you feel during the activity? These feelings, or behaviours, are called…

Making Connections! Think of a student you have worked with who may have had one of the primary disabilities discussed. What were some indicators? What worked to support that student? What did not work to support that student? What strengths did that student have? What interests?