How to help students with FASD?
Fetal alcohol spectrum disorder (FASD) is a syndrome characterized by various physical, mental, behavioral, and cognitive manifestations caused by maternal alcohol consumption during pregnancy. Fetal alcohol syndrome (FAS) is the most severe form of FASD. FASD is often confused with other disorders such as autism spectrum disorder (ASD), attention deficit hyperactivity disorder (ADHD), or Willis syndrome, all of which share some characteristics.
To support students with FASD, good communication with their family, the educational team that has previously supported them, and the psycho-pedagogical team is crucial. Collaborative and coordinated work will facilitate better course planning and enable appropriate decisions regarding curriculum, materials, and support professionals.
In general, strategies that can help students with FASD manage their behavior are useful both at home and in the classroom. Some of these include using concrete and simple language , giving brief and consistent instructions , and repeating them as needed. It is also important to establish routines and anticipation for the student, as well as to monitor their learning and skill development.
Behavioral guidelines that work for people with FASD
In the educational field, for greater and better understanding, multisensory learning is preferable, carrying out the activities in real contexts. of everyday life, and with a calm, enriching and structured learning environment .
Students with FASD exhibit motor impairments that, although teachers may interpret them as challenging, hyperactive, avoidant, or even aggressive behaviors, are actually a manifestation of their nervous system's difficulties in understanding the world around them. Teachers' approach should be positive and observant (capable of analyzing the situation and needs), innovative and willing to take on challenges, firm , using a gentle tone of voice , and organized yet flexible and open to incorporating diverse resources.
Educational teams can implement different strategies and tools that allow them to help students with FASD with their difficulties in different areas.
Sensory processing
In general, it is preferable to use natural light and reduce visual clutter in workspaces (for example, by storing classroom materials in opaque boxes or cabinets with light-colored doors). Assigning the student a specific space in the classroom, preferably in the front row, will also help them concentrate better.
To help with auditory hypersensitivity, the child may be allowed to use noise-reducing earplugs , stress-relief devices (such as balls), and be given advance warning of class change bells . It will also be helpful to have a designated quiet place in the classroom. On field trips, it will be important for the teaching staff to anticipate unexpected reactions.
Students with FASD also find it helpful to focus and organize themselves during academic activities to chew or suck, or touch a soft object (such as a stuffed animal), use headphones , or relax with gentle back massages .
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Memory
Associating an image with a keyword , or using rhymes , will help them memorize the content. Visual exercises can also be used in the classroom to encourage reflection and questioning: using an image that evokes two realities and discussing it.
Adaptation and interrelation
The educational team should help the student with FASD feel that they are not to blame for what is happening to them, and that their difficulties lead to slower learning because they struggle with self-control, but that adults are there to help them. The student should participate in defining solutions, for example:
- agree on a keyword that will warn you of inappropriate behavior.
- give them verbal or visual cues , or reminders.
- model appropriate behaviors .
- Identify a peer he can imitate and who can provide him with help and support.
Communication
To strengthen their verbal language, it is important to create situations where they must express their opinions and feelings , with time to prepare and with the necessary visual aids . Teachers should speak to students with FASD slowly, using simple and concrete instructions , always using the same keywords , and without using baby talk. Furthermore, it is important to increase the waiting time when expecting a response from the student, avoiding interrupting them or finishing their sentences .
Maintaining eye contact while speaking with the student, avoiding euphemisms and sarcasm , explicitly showing them what to do, and giving them time to practice and apply language in different situations will help the student with FASD use it appropriately and understand the rules of conversation.
To improve reading skills, it's important to avoid visual overstimulation. This can be achieved by increasing font size and spacing on the pages, reducing the amount of text, and using graphics or visual aids that minimize written explanations and instructions. Underlining and outlining techniques are also helpful for extracting essential information from the text. Asking the student to explain the information in their own words helps the teacher check their understanding.
Abstract thinking
The use of manipulatives and a focus on practical mathematics and functional, in everyday contexts, will be of great help to assimilate abstract concepts.
Executive functioning and self-regulation
Teachers should take the time to talk with students with FASD, be consistent and coherent with their feedback, help them solve problems, and consider other people's perspectives. This will help them improve their emotional regulation and problem-solving skills.
Similarly, they can help you improve your classroom organization by using detailed daily schedules , preferably visual, organizers for desk space and material storage, etc.
The use of behavioral techniques and reinforcement can be helpful in this area.
Short, rhythmic activities, soft background music, body reminders, and the existence of a quiet area in the classroom will also help him self-regulate his attention and hyperactivity.
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