Module 6: Diagnosis and Treatment of FASD
Guidelines for Working With Individuals With an FASD
A shift in how we understand children with an FASD may help those who work with children with an FASD. The table shows differences between how behavior is perceived and what actually is occurring6 .
Perceived Behavior vs. Actual Situation in Persons With an FASD
|
Perception
|
Actual Situation
|
|
Resisting
|
Can't
understand or process verbal directions
|
|
Bad
|
Frustrated,
defensive, challenged
|
|
Lazy
|
Doesn't
understand, doesn't remember
|
|
Lies
|
Fills
in, has memory problems
|
|
Doesn't
try
|
Exhausted,
can't start, or afraid of failure
|
|
Mean,
rude
|
Defensive,
hurt, abused, unable to interpret social cues
|
|
Constantly
late
|
Can't tell time, can't get organized, doesn't get the concept of time (for example, if you need to leave by 1:00 to get to a 2:00 appointment, that's an hour away)
|
|
Doesn't
care
|
Cannot
show feelings, is protecting himself or herself
|
|
Refuses
to sit still
|
Overstimulated,
needs to move while learning, doesn't know what he or she is expected to do
|
|
Fussy,
demanding
|
Oversensitive
|
|
Trying
to make me mad
|
Can't
remember
|
|
Trying
to get attention
|
Needing
contact, support
|
|
Immature
|
Doesn't
understand social cues and rules
|
|
Thief
|
Doesn't
understand ownership
|
|
Doesn't
get the obvious
|
Needs
many reteachings, doesn't understand, despite intelligence
|
|
Makes
the same mistakes over and over
|
Can't
link cause to effect, can't see similarities, has difficulty generalizing
|
|
Doesn't
work independently
|
Has
chronic memory problems, can't translate verbal directions into action
|
|
Is
overly physical
|
Is
hyper- or hyposensitive to touch, doesn't understand social cues regarding
boundaries
|
|
Uses
poor social judgment
|
Is not
able to interpret social cues, needs help organizing
|
Source: Adapted from Malbin, D. 1993. Fetal Alcohol Syndrome, Fetal
Alcohol Effects: Strategies for Professionals. Center City,
MN: Hazelden.
The appendix includes more detailed suggestions to assist those living with or caring for individuals with an FASD 4. Although targeted to families and
caregivers, some of the suggestions may be practical for teachers, health care
providers, social service providers, and others who work with individuals with
an FASD. Another helpful resource is the Fetal Alcohol Syndrome Handbook   produced
by the University of South Dakota 5 .
Perhaps the most important thing to remember is that people do not
choose to have an FASD. They want to fit in, live independently,
have jobs, and make friends. They do not deliberately try to
alienate others. Their brains function differently, causing
them to learn differently and behave in challenging ways.
Adapting to the situation and looking for ways to meet their
needs can help improve the quality of life of people with an FASD.
The problem is the alcohol, not the person.
|
