Chronological v Developmental Divergence of Needs
We dig deep to support consideration of each transition stage
You are a service providing support to the family
OR
You are a carer or parent who needs support where we carefully listen and tailor a programme around the needs of your family
As individuals with FASD grow they are presented with new developmental challenges in their day to day lives. Infancy, childhood, adolescence, and adulthood are unique periods of development that are associated with differing expectations and support needs for the affected individual and their family.
Infants and Toddlers
Infants and toddlers with FASD may present with a variety of developmental challenges including feeding difficulties, sleep difficulties, difficulties regulating their internal state (e.g., prolonged crying), sensory sensitivities (e.g., light, sound), and delays in achieving motor and language developmental milestones (e.g., walking, talking).
School-Aged Children
Having a school-aged child with FASD presents unique challenges, primarily those associated with behavioural management, education, and social development.
Routines, structure, and clear and constant expectations are important in both the home and school environments.
Caregivers need assistance developing and implementing parenting strategies to manage more problematic behaviours (e.g., aggression). Caregivers may seek support to refer to access occupational therapy, behavioural therapy, or parent training programs in order to help address more extreme behavioural problems and develop environmental supports.
Individual cognitive and learning needs of school-aged children with FASD should be identified through a comprehensive psychoeducational or neuropsychological assessment; we explore and support this.
Children with FASD may present with a number of deficits that qualify them for extra support in school, including intellectual disabilities, impairments in communication/language, learning disabilities, attention problems, and/or behavioural issues.
Individuals with FASD often require accommodations, modifications and/or special education services in school; all of which should be documented in an Individual Education Plan (IEP)/Educational Health Care Plan (EHCP) .
Regular communication and planning with the child’s school team can be particularly useful to monitor the child’s academic and social development, and to aid with problem-solving regarding new challenges.
School-aged children with FASD often have difficulties making or keeping friends, and thus, extra support may be required to foster positive peer relationships.
Mental health concerns also tend to arise in childhood and adolescence. Higher rates of attention-deficit/hyperactivity disorder (ADHD), conduct disorder, depressive disorders, and specific phobias have been documented in children/youth with heavy prenatal alcohol exposure when compared to controls; we examine this and consider how to scaffold and support needs.
Accessing formal assessment and intervention/therapy services from a multidisciplinary team of mental health professionals (psychiatry, psychology, social work, etc.) can be critical to address mental health concerns in children and youth with FASD; we explore how this can be supported.
Adolescence
A particularly difficult developmental period to navigate for individuals with FASD.
Research has documented high rates of a variety of adverse outcomes experienced by adolescents with FASD including mental health problems, academic disengagement, trouble with the law, inappropriate sexual behaviours, and alcohol and/or drug problems.
Increased independence and responsibility in the home, school, and community is often expected by others and desired by youth; however, deficits in problem-solving, organization, planning, and other cognitive skills make achieving typical levels of autonomy in adolescence difficult.
Routines, structure, and clear and constant expectations in the home and school continue to be important during this developmental stage. Although parental support and monitoring of youths’ activities is important, youth also need to be given the opportunity to gain autonomy and practice independent living skills.
Caregivers can help youth develop skills necessary for independent living, such and banking and food shopping, via instructional scaffolding, modelling, hands-on practice, and repetition.
When transitioning to secondary school, an updated assessment of the young persons cognitive and learning needs can be helpful to aid in classroom placement and ensure appropriate educational supports are put in place.
Young people may need specific assistance with organising their workspace and workload, initiating and planning larger independent projects, and keeping deadlines.
Adulthood
Like adolescence, transitioning into adulthood is often extremely difficult for individuals with FASD due to the increased responsibilities and expectations of independence across domains of life.
Some individuals with FASD may never be able to live independently and most will require some form of life-long support; we explore this and provide constructive support for this.
Research has consistently found that adaptive functioning or daily life skills are impaired in individuals with FASD, above and beyond what is expected based on deficits in intellectual functioning.
The ability to function independently in everyday life is impaired in individuals with FASD, as adults often present with a variety of deficits across cognitive domains, along with mental health issues.
Alcohol or drug dependence and mood disorders appear to be a particular concern in adults with FASD.
Adults with FASD may need assistance with accessing transportation, finding and maintaining housing, finding and maintaining employment, managing finances, housekeeping, planning and preparing meals, managing their health, and family planning.
An updated psychological assessment conducted in late adolescence or early adulthood can be helpful to document social, emotional, cognitive, and daily living needs; we support and summarise this to support recommendations.
©FASD Informed UK
Image with kind permission of one of our FASD Friend @Charlie Mackesy
