WHAT ABOUT STUDENTS WITH INVISIBLE DISABILITIES? Sr. Mary Sartor, SND, MA Director of Education, FASD Specialist
Transcript
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Sr. Mary Sartor, SND, MA Director of Education, FASD
Specialist
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LEARNING OBJECTIVES To discuss brain damage as a cause of
challenging behaviors To learn some strategies to support
learning
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BRAIN BEHAVIOR is about the BRAIN!
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BEHAVIOR AS COMMUNICATION BRAIN BEHAVIOR
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CAUSES Injury Head trauma Genetics Toxins
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CAUSES Of all the substances of abuse, including heroin,
cocaine, and marijuana, alcohol produces by far the most serious
neurobehavioral effects in the fetus. --Institute of Medicine
Report to Congress (1996)
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NEW PREVALENCE RESEARCH Philip May, PhD., et. al. Interagency
Coordinating Committee on FASD
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ALCOHOL => BRAIN DAMAGE May cause or contribute to many of
the behavioral and functional problems seen in individuals with
prenatal alcohol exposure. Diffuse brain damage
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Fetal Alcohol Spectrum Disorders (FASD) Umbrella term
describing the range of effects that can occur in an individual
whose mother drank alcohol during pregnancy. May include physical,
mental, behavioral, and/or learning disabilities with possible
lifelong implications. Not a diagnostic term
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IMPACT ON THE BRAIN CNS Dysfunction Cognition Executive
function Motor development Sensory integration Attention &
hyperactivity Social skills
REFRAME YOUR PERCEPTIONS from WONT to CANT Child is willful
Annoying Lazy, unmotivated Telling lies Acting younger Attention
getting Fussy Child cant Frustrated Tired of failing Fills in the
blanks Being younger Needs support Sensitive to light, sound, touch
SHIFT
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CHANGE YOUR APPROACH From trying harder Stopping behavior
Behavior modification Change the child To trying differently
Preventing problems Visual clues & support Change environment
& responding differently SHIFT
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KEY QUESTIONS BEHAVIOR THAT APPEARS DEFIANT IS IT caused by An
environmental factor? The way the information was presented? The
way the information was processed? Memory problems? Developmental
stage? Language / communication problem? Not given enough
time?
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SO Change the environment to prevent, eliminate or change
behavioral symptoms. Be proactive.
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MOTTO INSTEAD OF TRYING HARDER, TRY DIFFERENTLY Dianne Malbin,
MSW
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GENERAL STRATEGIES Role-playing Direct teaching Multi-sensory
approach Provide visuals Eight magic keys KISSS when giving
directions Keep it short, specific, simple Choice (1:2) Group
activity with supervision
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8 MAGIC KEYS ConcreteConsistency RepetitionRoutine
SimplicitySpecific StructureSupervision Evenson, D. & Lutke, J.
(1997) Eight magic keys: developing successful interventions for
students with fas. Fasalaska Project FACTS. www.fasalaska.com.
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MASTER KEY Does my teacher like me?
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EVERY CHILD NEEDS A CHAMPION!
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BEHAVIORS & INTERVENTIONS Memory problems Structure Routine
Posted agenda Visual cues 1 direction at a time Repetition Lists
& cue cards Re-teach
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BEHAVIORS & INTERVENTIONS Processing Deficits Get childs
attention Speak slower & use short sentences Avoid talking so
much Give extra time Simple Repetition Multi-sensory Use visual
cues with oral
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BEHAVIORS & INTERVENTIONS Language deficits Explain idioms
Avoid sarcasm Slow pace Be concrete Use visual supports Check for
understanding Use comic strips Wordless picture books
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BEHAVIORS & INTERVENTIONS Attention Issues Define space
Preferential seating Show me Use childs name
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BEHAVIORS & INTERVENTIONS Difficulty with Transitions 5 or
10 minute warnings Visual timers/clocks Distraction Agenda with
times posted
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BEHAVIORS AND INTERVENTIONS Inability to transfer/generalize
and apply knowledge Role play situations and rules Connect
consequence to cause as soon as possible Create lists, charts
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TYPICAL STRENGTHS OF PERSONS WITH AN FASD Friendly and cheerful
Likable Desire to be liked Helpful Verbal Determined Have points of
insight Hard working Every day is a new day!