F.A.S.D — Guidance for Families & Educators
Practical tips and developmental guidance for parents, caregivers and teachers supporting a child or adult living with Fetal Alcohol Spectrum Disorders.
Developmental Stages & Challenges
Newborn
Early Years
School Age
Teen Years
Lifelong
All Ages
In the Classroom
Children with FASD are often perceived as difficult within the class, as they have behaviours which can be disruptive and need handling with care and attention. Teachers can feel they are failing because these children do not learn at the same pace as the rest of the class and cannot conform to standard expectations of behaviour and social participation.
As many children affected by FASD do not have visible physical symptoms, it is often hard to identify that a disability exists — they are seen as non-conformist rather than having special needs.
Children with FASD need a learning environment that provides structure, stability, routine and minimal distractions. They need to be encouraged to remain on task for longer periods and supported in difficult work, otherwise they tend to switch off, become disaffected and cause disruptions.
A multi-sensory approach is essential — the same information needs to be presented in a variety of ways. Teach one concept at a time and give information in small pieces. Check for understanding before moving on, and always consider the child's developmental age rather than their chronological age.
Children with FASD respond well to visual clues — visual timetables, labels, pictorial representations, and practical examples. They can be inconsistent learners, showing understanding one day but unable to recall it the next. They need plentiful opportunities to over-learn — repeating the same material many times.
All staff and family members need to work together to keep routines predictable and consistent, particularly when handling challenging behaviour.
Top Tips for Caregivers & Teachers
Look for the child's strengths and build on them.
Take time out when you feel you are losing patience.
Have immediate little rewards for good behaviour.
Reward tiny steps in the right direction rather than waiting for a major achievement.
Try to ignore mistakes and focus on progress.
Be clear about boundaries and consequences of poor behaviour.
Understand there will be periods of no visible progress — this is normal.
Have diversion tactics ready to avoid confrontations in public.
Verbally praise the child when they behave responsibly — and explain why you are pleased.
Talk through difficult behaviours — explain why it is not acceptable and offer suggestions.
Maintain a clear routine and structure so the child can predict what is expected.
Use visual clues as much as possible — timetables, pictures, drawings.
Use something concrete to teach turn-taking — a card, shell, or ball to hold when it is their turn.
Take time out for yourself to recharge your batteries.
Contact our team or visit your nearest clinic to access professional guidance and FASD resources.