Young people with FASD (Fetal Alcohol Spectrum Disorder) may encounter a range of challenges, such as:
- Difficulties with learning
- Delays in speech
- Excessive energy
- Concentration issues
- Problems with decision-making
- Difficulty with social skills
- Behavioural problems
This list is by no means conclusive.
According to a recent study from the University of Salford in the UK in 2021, “1.8-3.6% may have FASD”
https://nationalfasd.org.uk/new-study-shows-fasd-affects-millions-in-the-uk-2021/
A young person with an FASD profile may frequently confront difficulties with their executive function skills; these skills are directed by the part of the brain that navigates organisation, emotional behaviour, ability to listen/focus and our ability to recall information.
The Need for Structure
As suggested, FASD can present many issues for a young person that will impact them differently, depending on the child and depending on the day. Whilst coping with their difficulties, it is a huge benefit if these young people have a sense of structure; the knowledge of a fixed routine where things occur in a specific place, and at a predictable time.
Without a sense of order to the day, there can be a rise in feelings of angst. This can trigger other symptoms such as impulsivity and poor decision-making, which can potentially spiral into behavioural issues, upset to themselves and possibly, (and most definitely without intention), cause upset to other children.
Knowing what to expect and where to expect it can bring relief to a child with FASD. Stress levels can remain at a manageable level as the world will not be throwing anything unanticipated their way. A predictable daily routine and knowledge of upcoming events can help create a sense of calm, which may lessen the severity of their symptoms.
How a Routine Can Work in Reality
SENsational tutor Alex mentors Lisa, who has a profile of FASD and autism. When discussing the structure of their sessions, Alex explains, “The structure is simplistic; trusted relationships are crucial, and familiarity is important. For Lisa’s lesson, I always sit in the kitchen at the start; she knows I am waiting for her. She has issues with sleep and may not always join me immediately. I tend to remain in the kitchen for the entire lesson; Lisa knows the pattern and is aware of the flexibility of my expectations.”
Lisa is familiar with the lesson plan; the structure fits with her needs and gives her a framework that she knows, understands and anticipates.
Alex continues, “Part of the structure is that Lisa comes to a lesson without an expectation. She will arrive, sit down and wait for me to introduce something to discuss. We may typically start with a game like noughts and crosses, just to relax her into the lesson. When I open my laptop, Lisa knows that I will present her with a few conversation starters. She will then choose a topic, and a light-hearted chat will unfold.”
A chief goal as a mentor to Lisa is to prepare her for adult life: “Shortly after our initial conversation, Lisa will expect me to steer the communication towards her impending adulthood. I may ask if there are topics we could discuss, such as how to get the bus to school. As the conversation flows, Lisa would anticipate that I will present small steps at her pace about how to travel on a bus.”
A sense of routine allows the executive functioning skills that may be impaired due to FASD to operate at their best possible level. Concentration, ability to recall information, application to a task and keeping calm can potentially be maintained at their maximum potential, improving a child’s capacity to learn and helping ensure the equilibrium of the lesson.
How to Create a Consistent Structure
Initially, it is advisable to talk to the young person to find out what matters to them in their daily routine. What expectations do they have of their day, and what sort of occurrences upset them? They may be unaware of some of their triggers, but will possibly suggest others of which you may not be aware.
Once a routine is set, it helps to present something visual for the child so it can be seen tangibly; this will make it more realistic and help to cement it into a child’s mind as a part of their daily life.
Maintaining a constant relationship between home and school, ensuring frequent exchanges about the child and any updates, changes or upsets at home/school should be communicated back and forth.
Ensuring that the routines established are realistic will make them more manageable. Don’t be overambitious in your expectations; be more focused on forming a structure that can be maintained.
Offer praise for all achievements, no matter how small they seem. Positive comments can go a long way towards boosting a young person’s confidence and self-belief.
A routine offers young people with FASD a feeling of control, significantly helping them with daily life. The structure can minimise their anxiety, increase regulation and open the doors to a more positive use of their executive function skills.
Caring for a child with FASD can be very challenging at times, requiring stamina and patience, with highs and lows attached. Your commitment to what is best for your child does make a difference to them, so it is important to acknowledge your own efforts and talk to others who understand if required, especially if you experience particularly low episodes. Even if you don’t, it really helps to talk!
You may find some of the links below helpful.
Useful Websites:
https://kidshealth.org/en/parents/fas.html
https://www.fasdawareness.org.uk/support-groups
Please note: The information provided within this blog, by SENsational Tutors, is for general information purposes only. We appreciate that every person is unique and any advice/experiences mentioned within the content of each blog may not be reflective of your own personal experience. All information on the site is provided in good faith and is for educational informational purposes only. It is not a substitute for professional advice. Before taking any actions based upon such information, we encourage you to consult with appropriate professionals.
