FAS Overview for Classroom Teachers

Educators can facilitate the overall development of children with FAS/FAE by realizing that some of the behaviors that appear most challenging are actually misguided attempts at communication by the student (see Burgess, Lasswell, & Streissguth, 1992; Burgess & Streissguth, 1992). For example, crumpling up a math paper can be the student’s way of expressing that the task is too hard, that the time allotted for the task is too short, or that he or she cannot figure out how to get started on the task. By recognizing the message behind the behavior, the educator can respond more effectively to these needs and also help the student learn appropriate methods of communicating his or her needs. Students who inappropriately express their needs are often misunderstood and ridiculed or goaded by fellow students and viewed as troublemakers by administrators and teachers. Teaching these students to shape their inappropriate behaviors into appropriate words and actions is perhaps even more useful to the student’s success in life than a specific math concept or lesson in grammar. Effective educators using a life-span orientation will look for ways to generalize these social and functional learning skills outside of the classroom and eventually to facilitate adaptive behavior in the workplace.

One of the problems many teachers face in developing expertise in working with children with FAS/FAE is that most do not get this experience while in training, nor do they work with enough students already identified as having FAS/FAE in their classrooms to develop and refine their own strategies with this population. In 1993, with the publication of Fantastic Antone Succeeds! Experiences in Educating Children with Fetal Alcohol Syndrome (Kleinfeld & Wescott, 1993), educators, parents, and mental health specialists who had each had considerable experience with a number of children with FAS/FAE described what works based on their personal experiences. In sharing her “wisdom of practice,” Murphy (1993) espoused the importance of early intervention. Tanner-Halverson (1993, 1997) described a successful elementary school classroom she funded with a grant for children with FAS/FAE. She developed specific strategies for dealing with hyperactivity, impulsivity, and the agitational problems manifested by these students. Winick (1993) described how mainstreaming works in a small rural school in which the focus is on individual needs and on the development of cooperation and work experience. Philpot and Harrison (1993) described how parents and teachers work together to meet the needs of students with FAS/FAE in a one-room schoolhouse, which is a learning center for students of all ages and how their community funded this creative effort. Lutke (1993) emphasized parental advocacy as well as close and frequent communication between parents and school. Through raising eight adopted children with FAS/FAE who span the ages from preschool to adulthood, Lutke, a keen observer and indefatigable advocate for her children, is rich in advice for both classroom teachers and other parents. For example, she recommended using short sentences, precise language, and avoiding idiomatic expressions like “step on it.” Also, she claimed that saying “put your feet on the floor” works better than “get your feet off the wall” (Lutke, 1993, p. 84).

In 1986, in developing a manual on adolescents and adults with FAS/FAE, we wrote that an essential environmental component was “structure, structure, structure” (Streissguth, LaDue, & Randels, 1986/1988). This message applies not only to the general environmental milieu but also to the manner of communication by the teacher. In a paper on conducting a functional analysis of problem behaviors with an adolescent with FAS, Dyer, Alberts, and Nieman (1997) described the dramatic rise in problem behaviors when Michael was told, “I want you to practice your volleyball skills today” compared with when he was told, “Throw the volleyball so it hits above the line on the wall.” In a more global context, Michael engaged in low rates of problem behaviors when he had a high degree of structure. When he lived in a structured group home with constant supervision, he was able to attend school successfully and to work 30 hours per week with lots of site supervision. When these supervisory experiences were terminated by the state on his 18th birthday, he was in jail within a few weeks for having taken a recreational vehicle on a joy ride (while on probation). Michael illustrates the success that students with FAS/FAE can experience in settings that are sensitive to their needs and also how fragile and vulnerable they are when their basic needs are disregarded.

Guidelines for Educators of Students with FAS/FAE

It helps to listen and watch, be accessible, earn respect, and be consistently fair with students with FAS/FAE. These students (perhaps owing to the magnitude of their daily struggles) are often sensitive to perceived slights and do not respond well to embarrassment or condescension. Feelings of resentment for perceived inconsistencies or unfairness can trigger bizarre behaviors. Avoid assigning timed or long tasks that are beyond reach. Instead, break tasks into smaller pieces with frequent feedback. Monitor progress on tasks and provide assistance as needed. Intervene before behavioral control is lost. Keep in touch with parents, other teachers, and the student’s advocate regarding how the student is faring elsewhere; coordinate activities as needed. Get to know the parents so you’re working together for the student. Vigorously pursue absences, tardiness, and any other deviations from the student’s routine behavior. As students with FAS/FAE age and become more isolated from peers, they often become emotionally needy and more reliant upon the adults in their lives. A good teacher will give students with FAS/FAE plenty of time, encouragement, and praise. Good teachers will also give students responsibility, as much and as often as the student can handle on a regular daily basis. However, they will be aware that continued monitoring and supervision is needed and that responsibility doesn’t mean freedom from supervision.

The classroom teacher may be the most important person in the life of a child with FAS/FAE and can make an enormous difference to his or her life-long quest for self-esteem. Some adults with FAS/FAE remember a particular teacher as the crucial force that saved them from despair at a critical time in their lives (see Table 11.4).

References

Burgess, D.M., Lasswell, S.L., & Streissguth, A.P. (1992). Educating children prenatallly exposed to alcohol and other drugs [Booklet developed for the Planning for Learning Project]. Seattle: Washington State Legislature and the University of Washington, Fetal Alcohol and Drug Unit.

Burgess, D.M., & Streissguth, A.P. (1992). A special section on children at risk: Fetal alcohol syndrome and fetal alcohol effects: Principles for educators. Phi Delta Kappan, 74(1), 24–30.

Dyer, K., Alberts, G., & Nieman, G. (1997). Neuropsychology and behavior: A case study. In A. Streissguth & J. Kanter (Eds.), The challenge of fetal alcohol syndrome: Overcoming secondary disabilities (pp. 50–61). Seattle: University of Washington Press.

Kleinfeld, J.S., & Wescott, S. (Eds.). (1993). Fantastic Antone succeeds! Experiences in educating children with fetal alcohol syndrome. Fairbanks: University of Alaska Press.

Lutke, J. (1993). Parental advocacy for alcohol-affected children. In J.K. Kleinfeld & S. Wescott (Eds.), Fantastic Antone succeeds! Experiences in educating children with fetal alcohol syndrome (pp. 71–95). Fairbanks: University of Alaska Press.

Murphy, M. (1993). Shut up and talk to me. In J.K. Kleinfeld & S. Wescott (Eds.), Fantastic Antone succeeds! Experiences in educating children with fetal alcohol syndrome (pp. 189–99). Fairbanks: University of Alaska Press.

Philpot, B., & Harrison, N. (1993). A one-room schoolhouse for children with FAS/FAE. In J.K. Kleinfeld & S. Wescott (Eds.), Fantastic Antone succeeds! Experiences in educating children with fetal alcohol syndrome (pp. 233–244). Fairbanks: University of Alaska Press.

Streissguth, A.P., LaDue, R.A., & Randels, S.P. (1986/1988). A manual on adolescents and adults with fetal alcohol syndrome with special reference to American Indians. (Available free from National Clearing House for Alcohol and Drug Information [Inventory No. IHS002]; 1-800-729-6686.)

Tanner-Halverson, P. (1993). Snagging the kite string. In J.K. Kleinfeld & S. Wescott (Eds.), Fantastic Antone succeeds! Experiences in educating children with fetal alcohol syndrome (pp. 201–222). Fairbanks: University of Alaska Press.

Tanner-Halverson, P. (1997). A demonstration classroom for young children with FAS. In A. Streissguth & J. Kanter (Eds.), The challenge of fetal alcohol syndrome: Overcoming secondary disabilities (pp. 84–90). Seattle: University of Washington Press.

Winick, P. (1993). Mainstreaming children with FAS in a small rural school. In J.K. Kleinfeld & S. Wescott (Eds.), Fantastic Antone succeeds! Experiences in educating children with fetal alcohol syndrome (pp. 223–231). Fairbanks: University of Alaska Press.