Students with FASD Simple strategies for behavioral and academic - - PowerPoint PPT Presentation

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Students with FASD Simple strategies for behavioral and academic - - PowerPoint PPT Presentation

Jan 01, 2024 459 likes •1.14k views

Students with FASD Simple strategies for behavioral and academic success Deb Evensen , MA Children with FASD are: the educational system s Canaries in the Mine What currently happens to most students with FASD? Early Childhood - when

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Students with FASD

Simple strategies for behavioral and academic success Deb Evensen, MA

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Children with FASD are:

the educational system’s Canaries in the Mine

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What currently happens to most students with FASD?

  • Early Childhood - when they do/perform the best they’re

going to do in our system

  • Elementary Grades - we start to see problems
  • Middle/Junior High - they start to fall through the cracks
  • High School - we lose most of them
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The Edge of the Cliff…

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2-5% of all children in the US have a FASD

  • Dr. Phillip May 2011
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“This of the unjustness of having an affliction where you appear to understand more than you do.”

Stuart Whitley Minister of Health & Social Service Yukon Territory, Canada

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Prenatal Exposure to alcohol causes the brain to actually be“built” differently …

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Lamination of Brain

  • From 6 weeks of

gestation on

  • The way cells go

together to form the brain

  • The most important

part of brain development is how the brain is

  • rganized: brain

stem-midbrain- limbic-cortex

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Corpus Callosum Abnormalities

  • Mattson et al., 1994; Mattson & Riley, 1995; Riley et al., 1995
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And to add to the Problem:

  • Many children who were prenatally exposed to

alcohol also suffer through Adverse Childhood Experiences (ACES)

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What Are Adverse Childhood Experiences?

Child Abuse

  • Sexual
  • Physical
  • Psychological/emotional

Childhood Neglect

  • Physical
  • Emotional

HANDOUT: ACEs questionnaire

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When Stress Becomes Toxic It Disrupts

The Architecture of a Child's Developing Brain

  • Brain circuitry for dealing with stress is very sensitive

during fetal and early childhood periods

  • Excessive stress programs the brain and stress

hormones to over-react to stress

Bugental et al, 2003; National Council on the Developing Child, 2005; Teicher, 2011

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  • Scientific American, September 1992
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Problems Processing Information and “Ongoing Information”

  • Input
  • Integration
  • Memory
  • Output
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For a student with FASD, inconsistency of performance is normal …

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Information Processing Deficits Means Difficulty with:

  • Abstract reasoning
  • Generalization skills
  • Memory
  • Time
  • Anxiety and frustration
  • Socialization and skills of

independence

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Brain damage that affects impulse control and judgment …

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Information Processing deficits may look like

  • ppositional behavior when not recognized and

understood.

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“Cartoon Brains”

Kee Warner

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A Simple Cartoon Comparison of Brain Activity Levels

Student with FASD Student with FASD

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Teacher giving an instruction.

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Hearing the Instruction

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Sorting the words Calculating

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Processing Words

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Repeating the Instruction

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Counting on Fingers Writing

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Another Repetition

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Translating from Fingers to Number Symbols Returning to Resting

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Finding numbers Resting

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Picking up pencil

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Searching Memory

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Another Repetition

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Possible Repetition of All above steps

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Calculating

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Writing

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Slowly Returning to Resting

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Reality

Why is a typical school day or job training day such a struggle for individuals with FASD?

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  • Because the school day is based on

Learning Theory and Learning Theory assumes that students can process information in a consistent manner.

  • But students with FASD don’t

process information in a consistent manner…

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Learning Theory

Assumes that the Student is capable of:

  • Learning a rule or principle
  • Understanding the underlying concepts of that

principle

  • Remembering these concepts
  • Generalizing this learning to many different

situations

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What Happens When… Learning Theory runs into FASD?

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By not paying attention to the specific brain-based differences in individuals with FASD; our educational, social service, mental health, and legal systems are trafficking in children with FASD.

  • -Sue Hemple
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Quotable Quote / Well Said

“For adults with FAS, 80% are unable to live independently -- regardless of IQ.”

  • Streissguth et al.
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What are We Ignoring?

Developmental Age vs. Chronological Age

16 years < 8 years

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STUDY: Comparison of Social Problem-Solving Ability

by Ed Riley and Sarah Mattson

  • Children with FAS
  • Children with same IQ (no FAS)
  • Control group (normal children)
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Social Abilities Assessment

  • Vineland Adaptive Behavior Scales
  • Parent Version
  • “VABS-II”
  • Administered by school psychologist
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Vineland Scores

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Vineland Adaptive Behavior Scale II

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Behavioral Expectations of Children with FASD

Chronological Age- Appropriate vs. Developmental Age- Appropriate

  • Evensen & Malbin
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Chronological Age Expectations: Typical 5-year old...

  • Go to school
  • Follow 2-3 instructions
  • Interactive, cooperative

play

  • Share
  • Take turns
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Developmental Age with FASD: 5-years going on 2-years...

  • Take naps
  • Help mommy
  • Follow one instruction
  • Parallel play
  • Active
  • My way or no way!
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Chronological Age Expectations: Typical 18-year old...

  • On the verge of independence
  • Maintain a job and graduate from school
  • Have a plan for their life
  • Budget their own money
  • Organize
  • Accomplish tasks independently at home, school, and job
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Developmental Age With FASD: 18-years Going on 9-years...

  • Needs structure and guidance
  • Limited choices of activities
  • In the “here and now,” very little future projection
  • Giggles, curiosity, frustration
  • Gets an allowance
  • Gets organized with help of adults
  • Boundary issues. Just learning…
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Adolescents w/FASD = Stretch Toddlers

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We have to get children with FASD to their mid 20’s instead of just 18 years old

WHY??

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THE BRAIN’S CEO

UW Extension, 2006

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25+ instead of 18

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Avoid the Cliff !

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Ask 4 Thoughtful Questions

1. What is my student/client’s Developmental Age? 2. Would this behavior be more normal/typical if that was his/her actual Chronological Age? 3. What is it that the person does not understand? 4. How can we help develop appropriate Habit Patterns of Behavior with or without current deeper understanding?

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8 Magic Keys

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8 Magic Keys

  • 1. Concrete
  • 5. Simplicity
  • 2. Consistency
  • 6. Specific
  • 3. Repetition
  • 7. Structure
  • 4. Routine
  • 8. Supervision

* Master Key

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* Master Key

Trusting Relationship (Sister Suzette)

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True Story

Tlingit Indian baby born near Hoonah, Alaska

– Mother late stage alcoholic – Many episodes of abuse and neglect in early years – His plight was neither caught by OCS nor the school system – Rendered him basically homeless at the age of 11 in Juneau, Alaska

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So.. What happened to our little Tlingit baby boy?

meet Morgan Fawcett

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Vision for the future