Supporting Students with FASD

1. Supporting Students with FASD Accommodations Date: Location:

2. Agenda Welcome back Reflections on learning Creating a good fit Strengths based approach Break Strategies Connections Reflection

3. Accommodations (Session 3) To increase an understanding that all learners have unique needs and strengths To demonstrate how to support a primary disability with appropriate accommodations

4. 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 did that student have?

5. Paradigm Shift Understanding FASD as a brain based disability requires that we shift our thinking about students’ behavior from “won’t” to “can’t” For more information or for viewing additional POPFASD Learning Modules, go to www.fasdoutreach.ca

6. 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” Primary Disabilities

7. Frustration Anxiety Shutdown Anger Fatigue Isolation Poor self esteem Depression School problems Trouble with law Drug and alcohol issues Independent living challenges Mental health issues Parenting difficulties Secondary Disabilities / Behaviours (Streissguth, 1996)

8. Video clip “Finding Hope” (Chapter 3) Knowledge Network - 2009 http://findinghope.knowledge.ca/

9. Accommodations - Good Fit Environment Instruction/ Curriculum/ Communication Resources

10. Creating a Good Fit • Know and understand the learner well • Build on strengths • Identify the poor fit between expectations and the suspected primary disabilities • Provide accommodations

11. 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

12. Accommodations - Good Fit Environment Instruction/ Curriculum/ Communication Resources

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

14. 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

15. EA Tips • Be selective in choosing workspaces • Develop visual signals with the student • Watch for behavioural clues and intervene, redirect, or take break • Observe closely in various situations (what works, what doesn’t)

16. EA Tips • Keep close communication with teacher • Have backup plans • Tell, show, practice • Encourage a class/school job • Plan for, and celebrate, successes • Ask and listen

17. EA Tips • Be aware of non-verbal communication • Allow a preferred activity after task • Share your valuable insights and observations at team meetings • Provide the supervision that our kids need

18. EA Tips • Make the student feel like s/he belongs • Spend time • Help identify and then use strengths and interests • Have fun and play games • Find support groups

19. Keep it simple 2. Use positive phrasing 3. Avoid idioms 4. Be consistent 5. Use visual supports Give directions one at a time Give directions in order Ask concrete questions Ask the learner to show understanding (“show me”, not “tell me”) Allow more time Communication Strategies

20. Keep it simple Don’t forget that, as usual, marks will be credited in direct relation to completeness of answers, legibility of writing and, of course, accuracy! Please remember: 1. Complete answers 2. Neat writing

21. Keep it simple - drop all extra words Attention Class, I think it is just about 5 minutes till the end of class and you should be thinking about getting cleaned up and ready to go soon.

22. Keep it simple - drop all extra words Class, put your books away now. (Susan, books away now)

23. Use positive phrasing John,Walk Don’t Run

24. Avoid Idioms Don’t let the cat out of the bag Meow, Meow!!

25. Be Consistent*repeat the same words* Have a seat Quit visiting You are off-task Get back to work Bob, keep working Keep working

26. Use Visual Cues

27. Use gestures Stop 3 More Listen Shhhh! Good job

28. Give directions one at a time. How do I ‘straighten up’ my locker?

29. Give directions one at a time. First, take everything out of your locker. I can do that!

30. Use checklists

31. Give directions in orderAvoid “before/after” Before we play basketball, we have to do our math

32. Give directions in orderAvoid “before/after” First math, then basketball.

33. Ask concrete questions Where do you live? Bob, tell me your address. 425 Leaf Street, Prince George In a house.

34. Ask the student to show they understand. Please show me how you open your lock. You’ve got it! Images from the Uvic Humanities Computing and Media Centre and Half-Baked Software

35. Allow More Time! Did you hear the question? Should I ask someone else? I know, I know!

36. Keep it simple 2. Use positive phrasing 3. Avoid idioms 4. Be consistent 5. Use visual supports Give directions one at a time Give directions in order Ask concrete questions Ask the learner to show understanding (“show me”, not “tell me”) Allow more time Communication Strategies

37. Essential Strategies: Summary • “Shift” thinking and change approach • Know your learner: build a relationship through respect and understanding • Use a strengths-based approach • Use strategies for accommodations: - environment…. - instruction/communication…. - curriculum/resources

38. Making Connections! Do all strategies work with all students?

39. Additional Strategies The following slides show additional possible strategies. It is important to remember that not all strategies work with all students.

40. Strategies: Environments • Visual supports • Safe, quiet place • Tennis balls on chair/legs • “Fidget” items • SUPER vision

41. Strategies: Environments • Visual schedules • Clutter free • Preferential seating • Organize and label shelves, bins, etc

42. Strategies: Environments • Designated display areas • Control lighting • Colour code items • Use calming music or “white” noise • Allow headphones

43. Strategies: Communication • Be consistent - repeat using same words • Get to the point - drop all extra words (e.g. “Book, pencil, to the carpet”) • Keep it simple - think about a telegram • Say specifically what you want done (e.g.. instead of “No running” say “Walking, please”)

44. Strategies: Communication • Give directions one step at a time • Start with the individual’s name • Use names - avoid pronouns • Concrete - no idioms • Positive phrasing • Allow more time

45. Strategies: Communication • Show what you want • Repeat, repeat, repeat • Talk about the here and now • Use “now” • Give directions in order (avoid “before/after”)

46. Strategies: Communication • Use visual cues: gestures, pictures, actions, etc • Silence is golden • Speak slowly and pause frequently • Ask simple, direct questions - less is best • Ask “yes”/“no” questions or give two choices

47. Strategy: Structure Structure is to a brain with FASD as insulin is to a body with diabetes… (Jan Lutke) Sameness: routines, schedules, consistency and repetition (Jan Lutke)

48. Strategy: Routines • Spend time teaching and practicing routines • Be consistent with your routines • Plan transitions • Give lots of warning of change • Teach, model, practice, review - never assume • “Prop, rule and role” (Ory, 2008) • Treat every day as a new day

49. Strategies: Expectations • Keep rules simple, concrete • State rules positively • Post rules • Clear, consistent plan • Provide immediate positive feedback • Teach and model desired behaviours • Continuous frustration indicates a need for changes

50. Strategies: Instruction • Simple, clear, concrete with visuals • One step at a time • Repetition, practice, review, and re-teach • Keep instruction short and interesting; highlight key points • Think “younger” in planning activities • Watch for behavioural clues