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

2. 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

3. 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?

4. 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

5. 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)

6. 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

7. 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

8. 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)

9. 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

10. 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

11. 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

12. 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