Service Delivery Options for Teens with FASD

1. Service Delivery Options for Teenswith FASD POPFASD District Partner Training, 2009 Richmond, B.C. Kathi Hughes John Gotowiec Stan Dyck Derk Zimmer

3. Tony LEIC Wheel

4. LEIC(adapted from Dr. Carl Anserello’s “ICEL”) • Learner (strengths, needs, primary disabilities, secondary behaviours, expectations of setting/brain) *Poor fit? • Environment (set up of classroom, sensory issues) • Instruction (teaching accommodations) • Curriculum (adaptations / modifications)

8. Notes and IncidentsSeptember, 2008 - June, 2009

9. Final Marks

12. Coastal Health Authority Province of British Columbia (Aboriginal Services) Vancouver School Board (Templeton Secondary School) West Coast Alternate Funders Ministry of Children and Family Development Province of British Columbia

13. M. C. & F. D. Coastal Health (Aboriginal Services) Vancouver School Board Pre-Employment Facilitator (P.T.) & 1 Support worker provides work experience placements for older students Funding for Cultural Activities Two full time teachers and one Alternate Program Worker Pacific Community Resources provides one youth & family counselor, Part-Time Coordinator and part-time cook Recreation Funds West Coast Alternate Funding Streams

14. Outreach to family, friends and social network Academic & Social Support to youth West Coast Alternate Themes and Issues Collaborative practice Organizational partnerships/collaboration protocols

15. West Coast Alternate John Gotowiec Social Support Coordinator Phone: (604) 412-7964 Fax: (604) 412-7951 Email: jgotowiec@pcrs.ca or David Delorme Teacher and Work Experience Coordinator Phone: (604) 412-7961 Email: ddelorme@vsb.bc.ca Challenges to Date #201 – 2830 Grandview Highway Vancouver, BC V5M 2C9 www.pcrs.ca asp

16. Surrey School District Stan Dyck dyck_stan@sd36.bc.ca

17. FASD Class vs Behaviour prog. Behaviour Class FAS Class • IEP focus on behaviour • (and academic as it relates) • Focus on choices: student • Recognising outcomes • Recognising options • Recognising link to outcome • Recognising control of choice • Incentives (carrot/stick) based on expectation that student can make best choice • IEP includes “environment” • Model and teach behaviour, promote “choice” but with prompt and guidance • Focus on: • Relationship (social skills) • Life skills (practical applications) • Self esteem (develop skills) • Positive school experience • Expect errors in judgement • Expect need to repeat/reframe • (every reminder is the first)

18. Setting / Environment Regular Class FAS Class Environment is enticing and stimulating Opportunities for multisensory input Individual, small group and large group activities May include spontaneous activities or surprise events Setting is subdued Sensory exposure is monitored and controlled Group activities are permitted at predetermined times and for specific activities Maintain predicable and published routine

19. External Brain Supports • Regular Class • Teach personal responsibility, organization, self control, social consideration... • Behaviour class • Teach behaviour related to incentives/outcomes • Failure and consequences may be teaching tool • FAS Class • Visual prompts and supports, schedules, labels • Anticipate need for prompts, visual cues, clarification, repetition and support

20. Assessment • Regular class • Achievement, presentation, range of skills • Behaviour class • Compliance, self control, respect (persons and property), attendance, • FAS class • Participation, socialization, self acceptance, • Then behaviour and self control • Then self care and life skills • Then academic skills and scholastics

21. Site of FASTRACK - Secondary program

23. Starting Point FASD is a disability We cannot educate it out of a child We cannot discipline it out of a child Students with FASD can be significantly helped, and that help will also benefit the school environment and the family, and the community Now you know

24. What Works For Teens Derk Zimmer, SD#20 COUNSELLOR/HEAD TEACHER:  ACADEMIC SUPPORT (TMS) FASD District Partner Tel: (250) 364-1275 ext 233 Cell: (250) 231-4100 Fax:(250) 364-5743 Email: dzimmer@sd20.bc.ca

25. Paradigm Shifts • Behaviour before Academics • Address Behaviour as it Occurs • Adults Lead for Kids to Learn (Mediation by Experience) • Remember the possibility of ‘Can’t not won’t’ • Assess to Lead (Formative Assessment) • The Heart Leads the Brain • Nothing Happens till belonging Happens (Brokenleg) • Eat together • Act your way into thinking • Proximity First • Anxiety (arousal Level) will shut the learning window • The Thicker the File the more likely it is a Brain Dysfunction (Ory) • Attachment comes from feeling felt (Ory) • All Behaviour is Communication

26. Structure • Structure & More Structure • Three types of structuring that promote growth: • Securing of Needs • Scaffolding of the Environment • Security of the ‘Self’ in context of the Group

27. Securing of Needs

28. Scaffolding of the Environment

29. Security of the ‘Self’ in Context of the Group Some Ideas on Therapeutic Models for people with Brain Dysfunction: • Before All Else! • High anxiety (arousal Level) locks the learning window. • Remedies: • Calming/Relaxing patterns and rituals involving Breath (habit forming/bio-feedback) i.e. Brain Gym (P.A.C.E.), Heart Math • Body to Affect to Brain! • Some Patterns for Attachment-based Group Therapy • Stay with the Group. Normalize. (involve second-brain thinking and problem solving) • Adults Lead (in pairs). Include people with normal brain dysfunction! • Stay in the ‘here and now’ (present Behaviour) Avoid ‘Past Affect’ (Re-traumatize) • Do Conflict Resolution (patterns) Derk Zimmer, SD#20 COUNSELLOR/HEAD TEACHER:  ACADEMIC SUPPORT (TMS) FASD District Partner Tel: (250) 364-1275 ext 233 Cell: (250) 231-4100 Fax:(250) 364-5743 Email: dzimmer@sd20.bc.ca