POPFASD Geo-Cluster Initiative

1. POPFASD Geo-Cluster Initiative Prince George March 26 & 27, 2009

2. POPFASD Geo-Cluster Initiative • and Introductions • Overview of Grant • Day 1 Plan

3. FASD Reflections - KWL

4. Different BrainsUnderstanding FASD FASD refers to…physical, mental, behavioural, and/or learning disabilities as a result of maternal alcohol consumption. Chudley et al, 2005

5. Who’s at Risk? Everyone! FASD is an equal opportunity disability. Dr. Sterling Clarren

6. Purpose • To demonstrate how different parts of the brain work together • To experience how a brain with FASD might function • To show how to provide supports • To understand FASD as mainly an “invisible disability”

7. Photo courtesy of Dr. Sterling Clarren

8. Photo courtesy of Dr. Sterling Clarren

9. Linking Behaviour to Brain Normal Developmental Process: Orderly, organized, sequential. Many opportunities for links and interconnections. FASD: Inconsistent growth, undergrowth, overgrowth, disorganized gaps and clusters. Clusters can appear as areas of tremendous strength, such as superior ability in art, music, spelling or writing.

10. Neuron

11. Neurons Cell body Axons Myelin sheath Dendrites Synapses Neurotransmitters

12. adapted from: http://www.cerebralpalsychildren.com/CPFetal.html

13. Video Clip

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

15. Compromised executive functioning Difficulty with memory Difficulty with abstract concepts Impaired judgment Inability to generalize information Communication challenges Language problems Slow cognitive pace Slow auditory pace Perseveration Dysmaturity Impulsivity Sensory systems dysfunctions Primary Disabilities

16. Secondary Disabilities / Behaviours • The feelings/behaviours that develop over time when the primary disabilities (ie. needs of the learner) are not supported.

17. 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

18. Percent of Persons with FASD who had Secondary Disabilities  = Age 6+ = Age 12+ = Age 21+ (Streissguth, 1996)

19. LUNCH

20. Shift in Thinking • View FASD as a brain-based disability • IS problem to HAS problem • Won’t Can’t • Identify what the learner needs and provide the supports

21. Paradigm Shift • Module: Learning about FASD http://www.fasdoutreach.ca/elearning/learning-about-fasd/module-4-paradigm-shift

22. Poor Fit? • Expectations of learner in the Environment • Follow rules • Pay attention and stay on task • Think fast • Act your age • Requirements of learner’s brain to meet expectations • Think ahead/plan • Integrate info, filter out stimuli • Process and respond quickly • Think at an age- appropriate level • Suspected • Primary Disability • Cause-effect • Slow auditory pace, sensory dysfunction • Slow cognitive pace • Dysmaturity

23. Good Fit Accommodation • Give more time/ simplify language • Think “younger” when planning • Consistent routines/ transition warnings Poor Fit • Slow processor in a fast paced class • Developmentally younger • Rigid thought / perseveration

24. PARADIGM SHIFT Small Group Activity

25. Strategies: Relationships • Make the student feel like s/he belongs • Help identify and then use strengths and interests • Observe closely in various situations (what works, what doesn’t) • Plan for, and celebrate, successes • Ask and listen • Be patient

26. Strategies: Environments • Visual supports, schedules… • Safe, quiet place • Tennis balls on chair/legs • “Fidget” items

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

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

29. What About Language?(from Madeline Price - FNESC) • Jan Lutke estimates that up to 70% of the problems people with FASD experience are related to learning and using language. • Language is a brain-based system - it involves the storage and retrieval of abstract symbols in order to translate thought into words.

30. Strategies: Communication(from Madeline Price - FNESC) • Be consistent • Get to the point - drop all extra words (e.g. “Book, pencil, to the carpet”) • Keep it simple • Say specifically what you want done • Give directions one step at a time • Start with the individual’s name • Use names - avoid pronouns

31. Strategies: Communication • Concrete - no idioms • Positive phrasing • Allow more time • Show what you want • Have learner show that s/he knows what to do • Repeat, repeat, repeat • Talk about the here and now • Use “now” • Give directions in order (avoid “before/after”)

32. Strategies: Communication • Use visual cues • Speak slowly and pause frequently • Ask simple, direct questions - less is best • Ask “yes”/“no” questions or give two choices

33. 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)

34. Strategy: Routines • Spend time teaching and practicing routines • Be consistent with your routines • Teach, model, practice, review - never assume • Plan transitions • Give lots of warning of change • Treat every day as a new day

35. 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

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

37. Strategies: Curricular/Resources • Choose resources at the individual’s level - plan success • Simple language and limited print (lots of visuals) • Instructor-made resources may work best

38. Strategies: Curricular/Resources • Adapt materials to encourage success (level, quantity, time, output, support) • Allow learner to show learning in various ways • Provide a variety of ways to practice new learning (i.e.. computer, games, puzzles)

39. 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)

44. Case Study - group work • Choose a learner • Review information about the learner • Use LEIC sheet to: • Provide more information about learner • Identify the “poor fit” • Create accommodations to support 1 or 2 of the primary disabilities • Use guiding questions, handouts and powerpoint slides to help

45. FASD Identification • Involves observation and assessment • Not intended to label students • A process of developing understanding • Identifies strengths and needs • Helps teams to plan for students

46. FASD Identification • Referral to the Northern Health Assessment Network • Complex Developmental Behavioral Conditions • Multidisciplinary team • Comprehensive assessment

47. 4-Digit Diagnostic Code Grid British Columbia Reproductive Care Program Guidelines for Alcohol Use in the Perinatal Period and Fetal Alcohol Spectrum Disorder, 2005 p. 18

48. Special Ed Categories www.bced.gov.bc.ca/specialed/ppandg

49. WRAP UP • Feedback, Q & A… • Transition - Finding Hope documentary - Alberta Videoconferences

50. POPFASD GeoCluster InitiativeDay 2 • Soft Landing • Q & A • Plan for the Day