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

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

3. 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

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

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

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

7. 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

8. 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

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

10. 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”

11. 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)

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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)

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

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

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

21. 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)

22. 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)

23. 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”

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

25. 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 25

26. 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

27. Sentence Activity

28. 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.

29. 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.

30. 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?

31. 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.

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

33. 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…

34. 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?