1. CONCRETE
not abstract
2. CONSISTENCY
and be predictable
3. REPITITION
this is very helpful
4. ROUTINE
keep a strict schedule...even to the point of leaving early to keep the child's bedtime
5. SIMPLICITY
do not overstimulate
6. SPECIFIC
say exactly what you mean
7. STRUCTURE
this is the glue that helps the world make sense to persons with an FASD
8. SUPERVISION
keep the child with an FASD and others safe
-Deb Evensen and Jan Lutke 1997 "8 magic keys"
Thursday, May 9, 2013
F.A.S.D. BASICS
Alcohol is a teratogen, which means it crosses the placenta barrier and causes damage to the brain. The surgeon general says that there is NO AMOUNT OF SAFE ALCOHOL DURING PREGNANCY. There are 3 reasons why woman may drink when they are pregnant: 1) addiction to drinking 2) she didn't know she was pregnant 3) mis-informed: she didn't know that alcohol CAN cause harm to the unborn baby.
It is NOT SAFE to drink during ANY part of the pregnancy. 50,000 brain cells form each second during pregnancy. Drinking alcohol in moderation is NOT SAFE. Red wine is NOT SAFE. Alcohol is alcohol and any form of alcohol can harm the unborn baby. Four factors affect how the alcohol will affect the unborn baby: 1. Timing of exposure to alcohol (1st Trimester is most damaging, BUT remember, alcohol can be damaging in ALL trimesters) 2. Amount of alcohol (Binge drinking is more likely to cause more harm) 3. diet and metabolism of mother 4. resiliency of the fetus: we each have a different resiliency (more likely to get sick, etc.) Exposure to alcohol in pregnancy is going to affect each individual differently and in varying degrees. However, this fact remains: alcohol can take potential away.
Alcohol exposure to the unborn baby can effect/damage the CORPUS CALLOSUM, which affects memory and communication. It can also effect other areas of the brain. It often greatly effects the FRONTAL LOBES, which affects impulsive behavior, decision making, judgement/problem solving, generalize learning, attention (being "tuned in"), understanding social cues.
Persons with an FASD may also struggle with attention deficit, hyperactivity, memory deficit, difficulty with abstract, inability to manage money, difficulty with the passage time, lack of control over emotions, and difficulty understanding cause and effect (consequences).
Examples of some of these behaviors:
1) Impulsive behaviors/Consequences: A child with an FASD is continually stealing. (impulsive behavior) The parent imposes consequences; however, the child continues to steal. Finally, the parent imposes a harsher consequence: "if you steal again, we will throw away your blanket" (a blanket that the child is greatly attached to and loves). The child steals again, the blanket is thrown away; however, the child steals again the very next day. Consequences do not help the child change behavior in the long term. Short term consequences are more effective. The same child is asked (after stealing), "Who do I need to give this back to?" and the child is told if he/she answers right away, there will be no consequence. The child answers right away. The difference here is that the consequence is immediate/short-term. There is no set formula for how a child with an FASD will respond to consequences. The point is that it is difficult for persons with an FASD to understand cause and effect and consequences are typically ineffective in changing their behaviors.
2) Time and Money: Typically, a person with an FASD can spend his/her paycheck immediately...and do not have a good concept of saving money and paying bills. A person with an FASD will need an "external brain": someone to help him/her manage money and time.
3) Generalizing: A child with an FASD sees an ad for a free cel phone. It is explained to the child that the little * by the "free cel phone" explains terms of use, which cost money. The child understand what is said; however, the next day the child sees a new ad for a "free cel phone" and is unable to generalize that what was taught applies to all "free cel phones".
4) Memory: A mother works for hours with her child, practicing times tables. By the end of the practicing, the child is able to answer several answers correctly. The very next day they work on the same times tables, and the child is unable to answer them correctly. This is just one example of how memory can be affected.
FASD usually becomes more noticeable as the child reaches about the age of 4th grade. In school, from Kindergarten to 2nd/3rd grade most of the skills learned are concrete. At 3rd or 4th grade the curriculum becomes more abstract, and the child's social inadequacies are more noticeable by his/her peers. In general, a person with an FASD's emotional age is about 1/2 of his/her chronological age. So a 10 year old, appears to be about 5 years old emotionally, and this becomes more noticeable to peers as the child grows older.
FASD is an invisible, hidden disability because the child appears normal physically; however, the brain's ability to function has been impaired. The person is expected to perform as a normal child would because he/she appears normal; however, the person with an FASD does not have the same brain capacity/ability to function as a normal child does.
--these are my notes/thoughts that I have written after listening to a webex given by Barb Clark, through the MOFAS organization (mofas.org)
It is NOT SAFE to drink during ANY part of the pregnancy. 50,000 brain cells form each second during pregnancy. Drinking alcohol in moderation is NOT SAFE. Red wine is NOT SAFE. Alcohol is alcohol and any form of alcohol can harm the unborn baby. Four factors affect how the alcohol will affect the unborn baby: 1. Timing of exposure to alcohol (1st Trimester is most damaging, BUT remember, alcohol can be damaging in ALL trimesters) 2. Amount of alcohol (Binge drinking is more likely to cause more harm) 3. diet and metabolism of mother 4. resiliency of the fetus: we each have a different resiliency (more likely to get sick, etc.) Exposure to alcohol in pregnancy is going to affect each individual differently and in varying degrees. However, this fact remains: alcohol can take potential away.
Alcohol exposure to the unborn baby can effect/damage the CORPUS CALLOSUM, which affects memory and communication. It can also effect other areas of the brain. It often greatly effects the FRONTAL LOBES, which affects impulsive behavior, decision making, judgement/problem solving, generalize learning, attention (being "tuned in"), understanding social cues.
Persons with an FASD may also struggle with attention deficit, hyperactivity, memory deficit, difficulty with abstract, inability to manage money, difficulty with the passage time, lack of control over emotions, and difficulty understanding cause and effect (consequences).
Examples of some of these behaviors:
1) Impulsive behaviors/Consequences: A child with an FASD is continually stealing. (impulsive behavior) The parent imposes consequences; however, the child continues to steal. Finally, the parent imposes a harsher consequence: "if you steal again, we will throw away your blanket" (a blanket that the child is greatly attached to and loves). The child steals again, the blanket is thrown away; however, the child steals again the very next day. Consequences do not help the child change behavior in the long term. Short term consequences are more effective. The same child is asked (after stealing), "Who do I need to give this back to?" and the child is told if he/she answers right away, there will be no consequence. The child answers right away. The difference here is that the consequence is immediate/short-term. There is no set formula for how a child with an FASD will respond to consequences. The point is that it is difficult for persons with an FASD to understand cause and effect and consequences are typically ineffective in changing their behaviors.
2) Time and Money: Typically, a person with an FASD can spend his/her paycheck immediately...and do not have a good concept of saving money and paying bills. A person with an FASD will need an "external brain": someone to help him/her manage money and time.
3) Generalizing: A child with an FASD sees an ad for a free cel phone. It is explained to the child that the little * by the "free cel phone" explains terms of use, which cost money. The child understand what is said; however, the next day the child sees a new ad for a "free cel phone" and is unable to generalize that what was taught applies to all "free cel phones".
4) Memory: A mother works for hours with her child, practicing times tables. By the end of the practicing, the child is able to answer several answers correctly. The very next day they work on the same times tables, and the child is unable to answer them correctly. This is just one example of how memory can be affected.
FASD usually becomes more noticeable as the child reaches about the age of 4th grade. In school, from Kindergarten to 2nd/3rd grade most of the skills learned are concrete. At 3rd or 4th grade the curriculum becomes more abstract, and the child's social inadequacies are more noticeable by his/her peers. In general, a person with an FASD's emotional age is about 1/2 of his/her chronological age. So a 10 year old, appears to be about 5 years old emotionally, and this becomes more noticeable to peers as the child grows older.
FASD is an invisible, hidden disability because the child appears normal physically; however, the brain's ability to function has been impaired. The person is expected to perform as a normal child would because he/she appears normal; however, the person with an FASD does not have the same brain capacity/ability to function as a normal child does.
--these are my notes/thoughts that I have written after listening to a webex given by Barb Clark, through the MOFAS organization (mofas.org)
Monday, May 6, 2013
Friday, May 3, 2013
Resources
Resources:
While I'm not able to add a direct link to these websites yet, I still wanted to post these resources/websites for a reference:
SAMHSA FASD Center for Excellence: fasdcenter.samhsa.gov
Centers for Disease Control and Prevention FAS Prevention Team: www.cdc.gov/ncbddd/fas
National Institute on Alcohol Abuse and Alcoholism (NIAAA): www.niaaa.nih.gov/
National Organization on Fetal Alcohol Syndrome (NOFAS): www.nofas.org
NOFAS Resource Directory: www.nofas.org/resource/directory.aspx
National Clearinghouse for Alcohol and Drug Information (NCADI): ncadi.samhsa.gov
For more information about FASDs, including topics such as diagnosis and treatment, please visit http://www.fascenter.samhsa.gov.
While I'm not able to add a direct link to these websites yet, I still wanted to post these resources/websites for a reference:
SAMHSA FASD Center for Excellence: fasdcenter.samhsa.gov
Centers for Disease Control and Prevention FAS Prevention Team: www.cdc.gov/ncbddd/fas
National Institute on Alcohol Abuse and Alcoholism (NIAAA): www.niaaa.nih.gov/
National Organization on Fetal Alcohol Syndrome (NOFAS): www.nofas.org
NOFAS Resource Directory: www.nofas.org/resource/directory.aspx
National Clearinghouse for Alcohol and Drug Information (NCADI): ncadi.samhsa.gov
For more information about FASDs, including topics such as diagnosis and treatment, please visit http://www.fascenter.samhsa.gov.
Paradigm Shift
What is needed to adequately address FASDs is a paradigm shift in how we think:
“We must move from viewing the individual as failing if s/he does not do well in a program to viewing the program as not providing what the individual needs in order to succeed.”
—Dubovsky, 2000
“We must move from viewing the individual as failing if s/he does not do well in a program to viewing the program as not providing what the individual needs in order to succeed.”
—Dubovsky, 2000
Wednesday, May 1, 2013
Intervention: JUST GO WITH IT
When a person with an FASD wants something/wants to do something a certain way, go with it, IF it is not going to harm anyone
and is giving you the outcome you want. Get in their world...quit trying to make them "fit" into yours.
Persons with an FASD have enough to deal with already...Go with what they want when you are able to...it makes for a happier journey.
FLEXIBILITY helps with this.
My husband told my son it was time to shower. It was one of those days when my son did not want to shower. My son finally said, "ok fine then, just buzz (cut) my hair and then I'll shower". My husband said OK...he buzzed his hair and then my son showered.
Just go with it....and....Be Flexible.
Persons with an FASD have enough to deal with already...Go with what they want when you are able to...it makes for a happier journey.
FLEXIBILITY helps with this.
My husband told my son it was time to shower. It was one of those days when my son did not want to shower. My son finally said, "ok fine then, just buzz (cut) my hair and then I'll shower". My husband said OK...he buzzed his hair and then my son showered.
Just go with it....and....Be Flexible.
Intervention: consistent SCHEDULE of a ROUTINE and BE PREDICTABLE
The first intervention I'm putting in place is the consistent SCHEDULE OF A ROUTINE...going right along with this is to BE PREDICTABLE. For example, I will give my son a 5 min. warning before something changes. ie. "you have 5 min. left to do that activity, then it will be time to eat dinner"
I typed up 3 schedules for my son: morning, afternoon, and bedtime. I put spaces between each step so that it's not visually overstimulating. They hang on the wall next to his light switch in his room.
*Items in colored writing are revisions: things I added and/or changed as we tried this intervention.
MORNING:
1. Make Bed.
2. Say Prayers.
3. Get Dressed. Put shoes and socks by your lunchbox.
*On Sunday put shoes and socks by your scriptures*
4. Eat Breakfast.
5. Brush Teeth.
6. Piano with mom.
7. Book of Mormon story with mom.
8. School work.
AFTERNOON (after school):
1. Shower.
2. Activity(s) (ask Mom)
3. Take out Trash.
4. Dinner.
5. Sweep floor.
6. Family Prayers.
UPDATED AFTERNOON SCHEDULE: (5/15/13)
Monday.:
1. Shower
2. Job: Clean upstairs family room.
3. Wii
4. Read books
Tuesday:
1. Shower
2. Job: Clean upstairs family room.
3. T.V.
4. Piano
Wednesday:
1. No Shower
2. Webelo Scouts
3. Clean and Vacuum upstairs family room
4. Free choice
Thursday:
1. Shower
2. Job: Clean upstairs family room.
3 Computer
4. Legos
Friday:
1. Shower
2. Job: Clean upstairs family room.
3. Bike
4. Movie
BEDTIME:
1. Put Pajamas on.
2. Put Clothes Away.
3. Lay out clothes, shoes, socks for next day.
4. Brush Teeth.
5. Say Prayers.
6. Read Books.
7. Turn lights out.
8. Go to sleep.
I typed up 3 schedules for my son: morning, afternoon, and bedtime. I put spaces between each step so that it's not visually overstimulating. They hang on the wall next to his light switch in his room.
*Items in colored writing are revisions: things I added and/or changed as we tried this intervention.
MORNING:
1. Make Bed.
2. Say Prayers.
3. Get Dressed. Put shoes and socks by your lunchbox.
*On Sunday put shoes and socks by your scriptures*
4. Eat Breakfast.
5. Brush Teeth.
6. Piano with mom.
7. Book of Mormon story with mom.
8. School work.
AFTERNOON (after school):
1. Shower.
2. Activity(s) (ask Mom)
3. Take out Trash.
4. Dinner.
5. Sweep floor.
6. Family Prayers.
UPDATED AFTERNOON SCHEDULE: (5/15/13)
Monday.:
1. Shower
2. Job: Clean upstairs family room.
3. Wii
4. Read books
Tuesday:
1. Shower
2. Job: Clean upstairs family room.
3. T.V.
4. Piano
Wednesday:
1. No Shower
2. Webelo Scouts
3. Clean and Vacuum upstairs family room
4. Free choice
Thursday:
1. Shower
2. Job: Clean upstairs family room.
3 Computer
4. Legos
Friday:
1. Shower
2. Job: Clean upstairs family room.
3. Bike
4. Movie
BEDTIME:
1. Put Pajamas on.
2. Put Clothes Away.
3. Lay out clothes, shoes, socks for next day.
4. Brush Teeth.
5. Say Prayers.
6. Read Books.
7. Turn lights out.
8. Go to sleep.
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