FASD Strategies for Teachers

• Develop schedules to help plan and organize activities that involve several steps, such as getting ready for school, which can also help shift attention to the next activity.
• Post reminder strips of steps involved in everyday tasks.
• Use picture cards as reminders.
• Teach reading and search order to help with math and reading skills.
• Allow practice and repeat actions to reinforce learning.
• Use the student’s preferences and interests to build lessons (get input from parents).
• Allow student time to complete tasks and practice skills at own pace.
• Acknowledge level of achievement by being specific.
• Be specific when giving praise and feedback.
• Break down tasks into smaller steps.
• Demonstrate steps, and then have student repeat the steps, one at a time.
• Be as concrete as possible.
• Demonstrate what you mean rather than giving directions verbally.
• Show a picture when presenting new information verbally.
• Provide hands-on materials and experiences.
• Share information about how things work.
• Pair student with a buddy who can assist with keeping the student on track.
• Be consistent with classroom routines.
• Set a routine so student knows what to expect.
• Provide a visual schedule of activities that can be understood by the student (using photos, icons).
• Use a visual timer so student knows when an activity will be over and they can transition to the next task.
• Use age appropriate materials.
• Use short and simple sentences to ensure understanding.
• Repeat instructions or directions frequently.
• Ask student if further clarification is necessary.
• Keep distractions and transitions to a minimum.
• Teach specific skills whenever necessary.
• Provide an encouraging and supportive learning environment.
• Do not overwhelm a student with multiple or complex instructions.
• Speak more slowly and leave pauses for student to process your words.
• Speak directly to the student.
• Speak in clear short sentences.
• Ask one question at a time and provide adequate time for student to reply.

• Plan physical activities for times when the student has the most energy.
• Provide simple, fun obstacle courses that the student is capable of completing.
• Provide daily opportunities and activities for children to use handheld tools and objects.
• Use songs with finger plays to develop fine motor skills.
• Use materials such as a non-slip mat under drawing paper, thick crayons, and thick handled paint brushes that are easy to grasp.
• Incorporate singing and dancing into many activities.
• Place objects in student’s hand to hold and feel.
• Give student blocks, clay, paper, pencils, crayons, safety scissors, play dough, and manipulatives.
• Plan daily physical activities, and take students outside to run, climb and jump around.
• Have student practice buttoning and unbuttoning, zippering clothes or opening and closing a door.
• Use activities that involve cutting, pasting, drawing and writing.
• Model and use activities with drawing and writing tools.

• Communicate with parents/caregivers about medications and side effects.
• Have a schedule for active and quiet times.
• Model and talk about healthy eating habits with students.
• Provide nutritious snacks and meals.
• Make parents aware of health concerns that could affect a child’s development (e.g. changes in diet, hearing, vision).
• Provide parents with information about health, medical, and dental resources.

• Use visual discrimination games such as matching and “I spy.”
• Play card games.
• Use puzzles, mazes, and patterning activities.
• Provide opportunities for copying (pictures and words).
• Use matching activities (letters, and shapes).
• Have student use grid or graph paper to align numbers and letters.

• Deliver information in both visual and oral formats.
• Use large clear pictures to reinforce what you are saying.
• Speak slowly and deliberately.
• Paraphrase back what the student has said.
• Clarify types of communication methods the student may use.
• Label areas in the room with words and pictures.
• Use sequencing cards to teach order of events.
• Develop a procedure for the student to ask for help.
• Speak directly to the student.
• Have easy and good interactive communication in classroom.
• Be aware that the student may require another form of communication.
• Encourage participation in classroom activities and discussions.
• Model acceptance and understanding in classroom.
• Provide assistance and provide positive reinforcement when the student shows the ability to do something unaided.
• Use gestures that support understanding.
• Model correct speech patterns and avoid correcting speech difficulties.
• Be patient when student is speaking, since rushing may result in frustration.
• Focus on interactive communication.
• Use active listening.

• Structure the environment to be predictable, with minimal distractions.
• Prepare student for changes in routine.
• Provide interaction with non-disabled peers as role models for social, communication, and behavior skills.
• Develop a behavior management system that provides structure and consistency.
• Value and acknowledge the student’s efforts.
• Provide opportunities for students to interact directly with each other.
• Teach student to express his / her feelings in age-appropriate ways.
• Ask student to imagine how their behavior might affect others.
• Have students make a “friend book” with students from the class.
• Comment on or describe what the student is doing (be specific).
• When dealing with conflict, explain what happened in as few words as possible and use a calm, not-angry voice.
• Point out consequences of the student’s behavior.
• Brainstorm better choice(s) with the student.
• Use language to describe feelings and experiences.
• Put student’s feelings into words.
• Read books about feelings.
• Explain your reasons for limits and rules in language that the student can understand.
• Model the benefits involved in cooperating.
• Use natural consequences when possible to reinforce cause and effect involved in a rule, request, or limit.

Behavior management techniques can be used in the home, school, and community settings. Functional Behavior Assessments/Behavior Intervention Plans can be created by examining a student’s specific problem behavior, identifying antecedents, understanding consequences that maintain the behavior, and developing strategies to reduce the inappropriate behavior and increase desirable behavior.

Found on: http://www.do2learn.com/disabilities/CharacteristicsAndStrategies/FASD_Strategies.html