# Presentation: 649885

## Slide 1

## The Educator’s Toolbox

- Developed by:
- Rochelle D. Schwartz-Bloom, PhD
- Professor of Pharmacology
- Duke University Medical Center
- Chandra D. Zieff, M. Ed.
- Educational Consultant

-  A resource guide for K-5 educators

## What is The Educator’s Toolbox?

-   The Toolbox provides a behavioral
-     & learning profile of FASD students

-   The Toolbox offers effective teaching
-     strategies for FASD students

-   The Toolbox presents 2 cases, sample
-     SSTs, and IEPs

## Why Use The Educator’s Toolbox?

-   FASD are hidden disabilities

-  Given the right tools, FASD students
-    can and do learn

-   Teachers are often baffled by FASD
-    student behavior

## What’s in the Toolbox?

-   Physical, Neuropsychological, & Behavioral
-    Aspects of FASD
-   Pattern of Prenatal Alcohol Exposure
-   Prenatal Alcohol Exposure, Brain
-    Development, & Postnatal function

## What’s in the Toolbox?

-   The FASD Student & the Classroom
-   The FASD Student & Learning Issues
-   The FASD Student & Behavioral Issues
-   2 Case Studies (SSTs, IEPs)
-   Strategies for Other Educational Professionals

## Fetal Alcohol, Brain Development,

- and Effects on Function

- (Chapter 3)

## Alcohol Damages Brain During all Three Trimesters

## Major Brain Regions Show Damage in FASD Children

## Brain Regions Important in Neuropsych Effects of Fetal Alcohol Exposure

- Cerebral cortex

## FASD Students 

- and the Classroom

- (Chapter 4)

## Successful Classroom Environment

-   Provide an environment with calm, order,
-    and organization

-   Define and organize classroom space

-   Minimize auditory and visual distractions

## Successful Classroom Environment

## Classroom:  Teaching Strategies

-   Provide a structured environment

-   Keep consistent routines

-   Keep presentations brief

-   Use variety

-   Use repetition

## FASD Students 

- and Learning Issues

- (Chapter 5)

## Learning Issues

-   information processing &
- memory
-   attention
-   abstract thought
-   mathematics
-   reading & writing
-   executive function

-  Difficulties with:

## Mathematics

-   number concepts
-   computational skills
-   problem solving
-   telling time
-   understanding money concepts

- These students have difficulty with:

## Mathematics: Teaching Strategies

-   Teach at a slow pace
-   Make the math page user-friendly
-   Teach practical math
-   Use a multisensory approach
-   Practice money skills
-   Use tools to “visualize” time

## Mathematics: Teaching Strategies

- Use a linear clock

## Quotes

- “I told her is was quarter past 12.”
- She said:  “It’s not quarter past 12, the microwave says 12:15.”
- “It can’t be quarter past 12 because a quarter is 25 cents
-    and 25 isn’t 15.”
- “And...12:45 has a 5 in it like a quarter...so...
- quarter past 12 is 12:45.”
- “Quarter to 12 is 25 minutes to 12.”
- 							      (Lasser, 1999)

## FASD Students

- and Behavioral Issues

- (Chapter 6)

## Behavioral Characteristics

-   Overly friendly
-   Stubborn & oppositional
-   Impulsive
-   Poor judgment
-   Confusion under pressure
-   Low self-esteem

## Behavioral Characteristics....more

-   Determined
-   Trusting
-   Hyperactive
-   Fearless
-   Extreme mood changes
-   Affectionate
-   Immature

## Poor Impulse Control

-   These students are volatile

-   These students don’t consider the
-     effect of their actions

-   These students are audible thinkers

## Poor Impulse Control: Teaching Strategies

-   Anticipate problems

-   Provide close supervision

-   Teach good habits

## Case Studies

- (Chapters 7 & 8)

## Case Studies

-  History
-  Information for the Student Study Team
-  Student Study Team report
-  Individual Education Plan (IEP)

- Case 1:  8 year old 1st grade girlCase 2: 10 year old boy, end of 4th grade

## The Student Study Team

-   Members attending
-   Important medical/educational history
-   Strengths and interests
-   Areas of concern
-   What’s been tried so far
-   What needs to be done next, by whom

## The IEP

-   Reason for referral
-   List of strengths and needs
-   Child psychologist report
-   Resource specialist report
-   School psychologist report
-   IEP Goals
-  Area
-  Effective strategies
-  Long term goals
-  Short term goals
- Team recommendations

## The IEP:  Areas of Concern

-   Reading comprehension
-   Written language
-   Mathematics
-   Homework & class assignments
-   Transitions
-   Attention

## Strategies for Other

-  Educational Professionals

- (Chapter 9)

## Other Educational Professionals

-   School administrators
-   School psychologists/counselors
-   Resource specialist
-   School nurse
-   Speech & language specialist
-   Occupational therapist
-   Advocate

## Workshops for K-5 

- Teachers & Others:
- Using The Toolbox for Educators

## The Participants—4 Sites

- 12		K-5 teachers
-  	Special ed, resource teachers
-  	School counselors
- 11  	School nurses
- 13 	Occupational therapists
-  9  	Speech & language therapists
-  4  	School social workers
-  2  	School administrators

## Workshop: FASD knowledge gains

## Impact of workshop

-   how valuable was the workshop—82% very
-   how likely will you use the knowledge—78% very*
-   how likely will you use the manual—69 % very

- * Ranges from 68% to 92%, depending on site

## Thanks to....

-   Deidra Roach, NIAAA
-   Department of Education
-   Lynn Voight and staff, LCLM

## Mom & baby both drink