Effective Practices for
Supporting Individuals with
Fetal Alcohol Spectrum
Disorder (FASD)
Presented by Nancy Hall on behalf of
The Southern Network of Specialized Care
Presenter Information
• Currently, Facilitator for The Southern Network of
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Specialized Care
Previously, FASD Community Development Facilitator
representing 29 service delivery agencies, doctors and
parents working in the Hamilton, Burlington, Niagara and
H/N communities
Worked in social services for over 20 years as program
manager supporting individuals with physical,
developmental and mental health issues
Specializing in behavioural consultation and intervention
Member of the FASD Ontario Network of Expertise
Towards a
Provincial Strategy
Advancing Effective
Service Provider
Practices in Fetal Alcohol
Spectrum Disorder
(FASD)
2010
Intervention and Support Working Group
The information
presented here is,
primarily, the results of
a research paper
produced by the
Support and
Intervention Working
Group of the
FASD Ontario Network of
Expertise (FASD ONE)
See www.fasdontario.ca to
find this document, as well
as documents dedicated to
Respite Needs and
Education.
Advancing Effective Service
Provider Practices in Ontario
Goals:
• To determine what practices are most
effective with individuals affected by
FASD- resulted in a review of existing
resources/literature
• To determine if service providers in
Ontario are using these practices- survey
of the parents/caregivers of children with
FASD in Ontario
Results
• Eight primary effective practices were identified as
critical in the successful support of this population;
-Emphasis on early diagnosis
-Training and education in FASD
-A paradigm shift to a positive, strength-based
approach
-Structure, routine and supervision
-Effective communication approaches
-Awareness of and supports for Sensory Processing
Disorders
-Collaborative services
-The need for life-long interdependent supports
• 30 service providers in Ontario were identified as
effective and all 30 confirmed their consistent support
and/or use of these eight practices
Acknowledgements
• Stephanie Jones, co-author of the booklet
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“Strategies Not Solutions”. Stephanie has acted
as a case consultant and has been training
professionals in both FASD and successful
intervention techniques since 2002
Ann Streissguth, 1997
Dan Dubovsky from SAMHSA FASD Center for
Excellence, Rockville MD
Nathan Ory, M.A.
Diane Malbin, MSW from FASCETS, Portland,
Oregon
Fetal Alcohol Spectrum Disorder
(FASD)
FASD is an umbrella term referring to a range of
disabilities resulting from prenatal exposure to
alcohol. This includes:
FAS- Fetal Alcohol Syndrome- all three facial
features, neurological damage
pFAS- Partial Fetal Alcohol Syndrome- 2 out
of 3 features, neurological damage
ARND- Alcohol Related Neurodevelopmental
Disorder- no facial features, neurological
damage
FAS – only the tip of the iceberg
FAS & pFAS>
Collectively represent
approx. 15% of those
affected
ARND>Represents
85+% of those affectedmost will go
unrecognized
Current research tells
us that at least 1 out of
every 100 people is
affected by prenatal
exposure to alcoholthis is permanent brain
damage
FASD: Impact on the Individual
“Of all the substances of
abuse (including
marijuana, cocaine and
heroin), alcohol
produces, by far, the
most serious
neurobehavioural
effects to the fetus”
-IOM Report to Congress, 1996
FASD is the leading cause
of disability and with
10% also having a
developmental delay, it
is also the leading
cause of developmental
delay.
FASD Behavioural ProfileReflects Poor Executive and Adaptive Functioning
Inconsistent performance
Poor regulation of emotionacts immature
Poor memory-erratic (esp.
short-term)
Lack of abstract reasoning
Failure to predict
Do not understand cause and
effect
Fails to generalize
Tendency to be oppositional or
boastful with figures of
authority
Poor self-monitoring
Poor sense of self
Strong verbal expression
Poor receptive language
Short attention spanerratic/impulsive
Difficulty with time concepts
Difficulty with transitions
Appears unmotivated/ lazy
(cannot ‘walk the talk’) or
manipulative
Sensory sensitivities very
prevalent- watch the
environment
Secondary Disabilities
Mental health problems-*research may redefine
this as a primary disability with 95% affected
also having MH problems
Disrupted school experiences (68%)
Confined in prison/treatment centre (55%)
Trouble with the law (68%)
Inappropriate sexual behaviour (52%)
Alcohol and drug problems (30-35%)
Problems with employment (70%) and living
independently (82%)
Effective Intervention and
Support
Diagnosis
• Diagnosis is critical for Effective Intervention
• Research indicates that prognosis is best with
diagnosis before the age of six
• Accurate diagnosis assists caregivers to
understand the disability and adjust intervention
strategies- Typical behavioural supports tend to
be ineffective
• Appropriate support and understanding acts as
a protective factor against secondary disabilities
Diagnosis (cont.)
• To reduce unrealistic expectations-look more
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capable
Allows for life long planning for supports
This information may result in the prevention of
other affected children (education, monitoring
and support for mom)
Using a pre-screening tool to identify those
potentially affected or “thinking FASD first…” in
the absence of diagnostic services will reduce
the occurrences of damage to the child through
inappropriate interventions
Early recognition allows for better outcomes for
both the individual and their family
Comparing FASD, ADHD and
Oppositional Defiant Disorder
Dan Dubovsky, 2008
FASD
ADHD
Oppositional Defiant
Disorder
Do not complete tasks
Do not complete tasks Do not complete tasks
-may or may not take in
information
-cannot recall
information when
needed
-cannot remember what
to do
-takes in information
-can recall information
when needed
-get distracted
Provide one direction at Limit stimuli and
a time
provide cues
-takes in information
-can recall information
when needed
-choose not to do what
they are told
Provide positive sense of
control; limits and
consequences
Beliefs Dictate Interventions
Behaviours are willful
=Punish
Behaviours are symptoms =Support
*Education and Training in FASD is
critical to this understanding!
Behaviors, Misconceptions and
Accurate Interpretation
Behaviours
Misconception
Accurate Interpretation
Noncompliance
Willful misconduct,
attention seeking,
stubborn, everyone does
this at times
Difficulty translating
verbal direction into
action, doesn’t
understand, chronic
memory problems
Repeatedly making the
same mistakes
Willful misconduct,
manipulative
Cannot link cause to
effect, can’t see
similarities, difficulty
generalizing
Often late or doesn’t
attend appointments at
all
Lazy, slow, willful
misconduct, lots of
people are late
Can’t understand the
abstract concept of time,
needs assistance
organizing, needs
ongoing support and
reminding
Behaviors Misconceptions and
Accurate Interpretation
Behaviours
Misconceptions
Accurate Interpretation
Not sitting still/fidgeting
Seeking attention,
bothering others, willful
misconduct, normal for
this age
Neurologically based
need to move while
learning/listening,
sensory overload
Poor social judgment
Poor parenting, willful
misconduct,
neglected/abusive
childhood
Unable to interpret social
cues from peers/others,
can’t control impulses
Overly physical
Willful misconduct,
deviancy
Hyper or hypo-sensitive
to touch & environment,
can't understand social
cues regarding
boundaries
Why Education and Training?
There is a prevalent lack of knowledge of FASD
and its effects in both the general public and the
medical field
In addition to the problem of no diagnosis we
see high rates of misdiagnosis
Diagnosis is not enough…we must then
understand the affects of FASD and what
supports will result in success- typical
behavioural approaches are not usually
successful
Education of professionals is equally important
to the education of family and of the individual
themselves
Paradigm Shifts- Changing
understanding
From Seeing Person as:
-Won’t
-Bad
-Lazy
-Lies
-Doesn’t Try
-Mean
-Doesn’t Care, shuts
down
-IS a problem
-Acts Immature
To understanding Person
as:
-Can’t
-Frustrated, challenged
-Tried Hard
-Confabulates/ fills in
-Exhausted/ can’t start
-Defensive, hurt, abused
-Cannot show feelings
-HAS a problem
-Is dysmature
Changing What we Do
From:
To:
-Assuming
-Observing
-Preventing Problems
-Appropriate Expectations
-Success
-Changing Environments
-Trying Differently
-Punishing
-High Expectations
-Failure
-Changing People
-Trying Harder
Paradigm Shift
• UNABLE not unwilling to understand
consequences
• “We must move from viewing the individual as
failing if s/he does not do well in a program to
viewing the program as not providing what the
individual needs in order to succeed.”
Dubovsky 2000
• We are changing what
WE do, not the person
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“If they could get it for themselves,
they wouldn’t need us!”
Dubovsky 2007
The Big Picture- Paradigm Shift
We know they aren’t doing it on purpose and they
cannot understand consequences, so now
what??
• Get Curious: When you seek to change the
individual, ask yourself what is it that you also
need to change.
• Notice your own reactions
• Catch yourself assuming
• Observe disruptions in routine
• Look at the environment
Think Can’t not Won’t- How Do We
Adapt?
FASD
looks
like…
What How we What
The
Rewe
feel
we do… Results frame
want… about
our
and
it…
reaction
Prevent
Rigid,
Stop when
perseverates told, no
, difficulty
resistance
stopping/
changing
activities
He/she is
controlling
oppositional
and bossy
Interrupt,
assert
control,
require
transition
Resistance,
Anger,
BIG Tantrum
Adjust
workload to
achieve
closure, give
time
Sensory
issues- over
stimulated,
over
whelmed,
distractable
He/she is not
trying,
undisciplined
off task,
ADD,
Irritated,
Anger
Punish,
more work,
medicate, no
recess
Agitation,
anger,
avoidance,
anxiety,
tantrums
Evaluate the
environment,
reduce
stimulation,
provide
breaks
Pay
attention, Sit
still, ignore
distractions
Start with Seeing Success
• Attendance is success
• Not having secondary disabilities is success
• Having a good day is more important than
completing all assignments
• Learning how to self monitor and self regulate is
just as important as learning math
• Giving the words is not giving the answers
• If he is successful in 1 class than why push for
more?
Positive Strength Based Approach
Assessment includes determining strengths and
weaknesses
Includes;
-what they do well?
-what do they like?
-what are their best qualities?
-what do you like about them?
A good program should have a ‘no eject’ policy
because of brain based behaviour
Using a Strength Based Approach
Effective programs understand behaviors are the
result of permanent brain damage- it is not see as
willful
A positive approach;
- moves from punishment to understanding and
changing the environment or expectations
-moves from trying to change symptoms to changing
our reactions
-has no negative carry-over from one day to the next
-the inventory of strengths includes family and
service provider strengths to determine strong
supports
-positive/strength based activities are never used as
a treat or punishment resulting from good or bad
behaviour
Strengths of People with FASD
trusting
don't give up easily
caring
friendly
artistic
musical
great speakers
creative
working with hands
“Find something that the person
does well (that is safe and legal)
and arrange to have the person
do that regardless of behaviour”
A Positive Outcome Means
Talking about FASD
• Talk about FASD – no shame
• FASD is a disability
• The ability to express their challenges
and strengths will help them advocate
for themselves in adulthood
Structure Supervision Support
• Supervision is an absolute MUST. All the time•
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type/intensity dependent on functional level.
Structure keeps the person anchored in time
and reduces anxiety.
Helps them think less-anticipate/predict more
Means doing the same thing, in the same order,
in the same manner (with the same cues and
prompts) and with the same expectations. These
are the rules.
Make a plan of things he is good at/enjoys- for
activities when there is none
Structure Supervision Support
• Support means modeling, cueing,
prompting and getting everyone on board
with it.
• What is modeling?
-Think Aloud-give key self talk phrases
-Follow through
-Write out pro / con lists
-Make the connection again later when they are
ready
Support (continued)
Focus on what they can do; ensure expectations
are within their capacity.
-If they fail to follow through on a task, shows
signs of anxiety or frustration, some form of
accommodation is required
-Consider inconsistent performance on tasks
Step in early to prevent escalation of problems
-Poor problem solving skills means they have
limited capacity to adapt their responses
-Brain impairment means they cannot selfcorrect and will repeat mistakes (perseverate)
Structure Supervision Support
If there is Going
to be a Change
• “I have an announcement, there is going to be a
change. Sometimes that happens but I’m not
going to have a big hairy fit about it.”
• Show them what the expected behaviour looks
like.
• If time, change the calendar, write a post-it note.
Organize for them.
Repeat after me: Prevention
(Overall)
• lock up your purse, cupboards and fridge.
Colour code her things. Sew up/rip up pockets.
Ask “Should we search your pockets?”
• Be their external brain. If you know something
bad is going to happen if…. Don’t let it happen.
• Be ready. A birthday + long weekend + sharing
your attention = disaster
Memory Strategies
• Keep your routine!!!
“Tacos on Tuesdays”
“House cleaning on Saturdays”
• Colour-code to a calendar or day timer
• Schedule in locker
• Post lists, charts, pictures- visual cues
• Review, reteach, remind
• “Give gentle reminders rather than nags and then watch him
like a hawk” faslink
Communication Supports
• Individuals with FASD tend to be very verbal with little
content.
• Receptive language is more impaired than expressive.
This presents as a larger problem when we consider that
successful outcomes are reliant on receptive language in
many situations. Including;
-parenting techniques
-education
-justice system and
-treatment (motivational interviewing, cognitive
behavioural therapy, group therapy and AA/NA
groups) Dubovsky, 2008.
• Consider the total communication approach. Pairing
words with pictures, photos, gestures and signs.
Communication Supports
• Match your language to that of the level of the
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person. Consider variations depending
emotional state.
Use eye contact and exact repetition
10 words or less, simple and clear
Come to the end of the thought and wait a few
seconds
Avoid giving instructions in places where you
can’t control the environment (the mall)
Body/facial expression exaggerated
State directions in positive terms (what they can
do vs what they cannot do)
Check for concrete understanding
Communication Supports (cont.)
• Refrain from the use of sarcasm and ensure
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individual has jokes explained to reduce
misunderstanding and conflict-concrete
Always refer to persons in a group not ‘they’
or ‘them’- be concrete
Link one task to another to establish
sequences i.e. the bus comes after breakfast
Use sign language if possible
Be careful with abstract words (‘get ready’) or
generalize (‘watch’)
Abstract Language
• Why?, Wait, Watch, Listen
• Get ready, Clean up
• Join, Get in line
• Respond, Choose
• Be responsible/appropriate
• Do it later, Wait
• Use your words, Ask for help
• What are you feeling?
• “When you’re done, take a cab home.”
Visual Cues
Visual cues can be used to reduce the amount of
verbal communication required. It can be used
to communicate;
• Physical Boundaries
• Rules
• Personal Routines
• Schedules
• Anger Management Plans
• Etc.
Pictorial Cueing
Pictorial/Visual Cueing
• When can we stop using cueing?
• When can we stop using pictures?
Sample…..
Communicating a Transition
• Routine and Structure
• Pictures on hand (wall, wallet, desk)
• A Gesture
• Marking on floors
• Visual clock
• Watch alarm
• Other concrete object
Sensory Integration Dysfunction
Individuals with SID have difficulty processing and
interpreting sensory information resulting in over or
under-stimulation and behaviours.
Defensiveness:
Includes impulsivity, self injury/aggression, avoid
contact, picky eater, wears same or inside out
clothing, dislikes face washing, hair brushing etc.
Modulation:
Includes distractibility, activity level extremes, difficulty
with transitions and low tolerance levels
Sensory Integration Dysfunction (cont.)
Registration:
Includes acute awareness of
noise/lights/sound/smells, lowered awareness of
pain and temperature, tip toe walking, poor body
awareness
Integration:
Includes hand preference delayed, poor eyehand co-ordination and problems with motor
planning (may have apraxia)
**OT identification is vitally important as often behaviours
are seen in all 4 areas with children affected
Sensory Integration Dysfunction
Behaviours resulting from SID should cue us to
determine the cause for behaviours rather than
targeting the behaviour itself.
To reduce the effects of SID it is important to
Modify the Environment. This will;
-Reduce Over Stimulation
-Increase ability to attend
-Increase prediction and ease of transition with
posted schedules
-Increase ability to self-regulate with boundaries
identified and prepared ‘comfy corners’
Possible Environmental
Modifications
• Pale/ soft colours
• Bookshelves turned so all information is
not ‘in your face’
• Limit number of pictures
• Reduce smells/ sounds in the environment
(tennis balls on chair legs)
• Minimalist environment-less knick-knacks,
less furniture, less choices
**When unsure what will help…ASK!
Think About His/Her Home and
Other Environments
• Seating-exercise ball, rocking chair, bean
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bag chair
Lighting-go natural, watch the glare, lava
lamps
Visual Stimulation-de-clutter, muted colours
Calming tools-fidget toys, lap blankets,
bubble wrap, weighted backpack.
Organizing-big calendar, gum
Comfy Corner/Quiet Area
What is it?
A space that has objects to decrease the feeling of
being overwhelmed or over-stimulated
Why is it Important?
The person affected may not be able to vocalize
the feeling of getting over- stimulated and
suddenly there is a behaviour. They need to
learn what activities calm them and practice
them to develop life long skills in self monitoring
and self regulation
Comfy Corner Ideas
Reading cabin made out of washing
machine box
A closet
A tent
Tarp lean
Bookcase without shelves secured to the
wall
Sunglasses, headphones and a hoodie
Sensory Diet
What is it?
• A balance of sensory feedback activities
• Includes a combination of alerting, organizing and
calming activities
Why?
• Affected individuals often can’t feel when they are getting
wound up or lethargic or just right.
• Teaches them how to recognize where their engines are
at and how to keep feeling just right.
When?
• Often throughout the day (consider time of day- after
school, before test or other stressful activity)
• Eventually, they will ask for it (keep items on hand when
leaving home)
Sensory Diet Ideas
Alerting
• Crunching dry cereal, popcorn, chips, crackers,
nuts, pretzels, etc.
• Taking a shower
Organizing
• Chewing on gum, granola bar, bread crusts,
bagels, licorice, dried fruit, etc.
• Pushing or pulling heavy loads
Sensory Diet Ideas
Calming
• Sucking on a hard candy, frozen fruit
bar
• Pushing against walls with hands,
shoulders, back, butt, head
• Back rubbing
• Taking a bath.
Sensory Ideas
• Adults may be more subtle but still in need
of sensory integration.
• A firm hand on shoulder with medium
pressure
• Need to go to a quiet place to think
• Needs many smokes to calm down
• Needs sun glasses while in the car
• Loves to push, pull, lift heavy loads
• Likes to wear heavy work coat and hat
• Let adults guide you to what they need
A Focus on Collaborative Services
FASD is complex and often requires a variety of
different support services
“Agencies working together synergistically tend
to increase the effectiveness of services
provided to clients with FASD” Dubovsky, 2007
Case managers can survey all service provider
supports, coordinate the services, arrange for
collaborative planning and the modification of
supports through education
Life Long Interdependent
Support
Brain impairment is life long.
There is consensus among experts that
individuals with FASD are unable to stay
organized or focused and are easily
influenced by others. There is a limited
capacity to exercise good judgment,
anticipate consequences and stay safe.
Therefore, they will need long term external
structure, support and supervision- an
external brain or brains
Dealing with Resistance
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Building the Relationship
Letting it be their idea
“Maneuvering” for Success
Resistive Behaviour Has Many Roots
• “Problems translating verbal directions
into action”
“I’d rather look bad than stupid”
• Overly stimulated “I can’t take it anymore”
• Unresolved grief and loss issue
related to time of year “My birth mother gave
Allan Mountford
me up on my birthday”
Bill Dubovsky
• Patterned behaviour with authority
(sarcasm) tit for tat constantly
• Negative Blueprint “I’m always in survival mode
even when you show me you care about me”
Overcoming Resistive Behaviour by
Letting It Be Their Idea
~ Nathon Ory
www.fasdconnections.ca
• Remember that normal teen issues are:
a. feel in control b. feel independent from authority
• Goal: Give the person the idea of what he or she
would actually wish to do
• 1st: Get the idea in their mind
• Create “accidents” that will cue the person to do the
desired behaviour
• Then: Agree with them by going in their direction.
Maneuvering the Environment
for Success
Creating an optimal environment for compliance,
self-confidence and success.
Do:
 What you are comfortable with
 What it takes to get others on board
 Have one lead person
Don’t:
Let others convince you that the truth is best
Let others convince you that she has to know
everything
Maneuvering the Environment
for Success - Examples
Setting up his first apartment and/or job
• Check it out first, have her drop by spur of the
moment.
• Make safety issues part of the lease/contract.
• Get others saying the same thing (bus drivers,
cleaning staff, landlords, etc.)
• Let them think… “Yes, of course you will….”
• Remember it’s like you are dealing with a youth
with Alzheimer's
Time
• Visual timer, ticking timer or time timer
• Be careful when you say 2 o’clock. It could
mean 2:01 to 2:59
• Use charts to link time and activities I.e. clocks,
words, activity (bathroom chart)
• Give adults in SIL a watch that can be
programmed to go off at curfew
• Gadgets that have hourly chimes or pill
containers that can be set for up to 5 alarms
(Circuit City)
Money
• Teach money association to objects
• Point out good spending decisions
• Create a learning savings in class and keep track on a white
board, where appropriate
• Before going in to the store, talk about what’s going to
happen, make a list and stick to it!
• Stay on top of important purchases with care givers. If the
buying day is coming, keep reminding her of the expectation.
• Always give a ticket rather than money
• Never give a credit card or gas card-make up a reason why
you can’t have one either
• Own up to your mistakes. Think aloud.
• Get a Power of Attorney
Life Skills
• Make one day a week cleaning
day and don’t change it!
• Have instructional pictures on machines
• Make a shopping list and go at low times
• Buy food mixes that have pictures
• Use the microwave when ever possible
• Pictures or words for all shelving and cupboards
Self Care/Hygiene
• Create Bathroom charts with pictures of clocks
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and matched activity for morning routines
Practice shaving with a razor, putting on a
condom
Encourage practicing for feminine hygiene
Use egg timer for teeth brushing
Teach/model how to use soap, shampoo,
toothpaste- don’t assume they know how. Check
regularly to see if they have forgotten
Rages
• Poor emotional control 0-100 in 3 seconds
• Frequently does not understand social cues
until it is too late
• Unable to verbalize the issue in the moment
----------------------------------------------------------• Prevent it. Low stimulation, lots of breaks
• Be gentle and direct when it is escalating
• Coach others not to engage or push back
during a rage
• When it is over make apologies and move on
• Later review calming strategies for next time.
Confabulation
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If I think it, it must be true
I hope this is what happened
I don’t want to get into trouble so…
Perception is complicated by long-term memory
problems
• He must persist in the story no matter what
----------------------------------------------------------• Do not confront a minor lie (exaggeration)
• Be gentle but firm. “I am mandated to call___
whenever there is confusion about and event.
We need to get this issue cleared up”.
• Teach the moral lesson much later- no
punishment
Stealing
• If no one is around it, it is not owned by anyone
• Finders Keepers
• I see other people doing this
• I NEED this ___ to survive
----------------------------------------------------------• Prevent it. Label all her things
• Ask “Do you need to show me your pockets?”
• Have her dump out her backpack
• Gently point out what is not hers
• Give back immediately
• Give the lesson later- not about punishment
Accommodations
FASD is an invisible physical disability
Brain structure and function is changed
Behaviours are symptoms
Trying harder to change behaviours makes
things worse
5. Recognizing the disability and providing
accommodations prevents problems
6. This is what we do with people with visible
disabilities
7. It works
1.
2.
3.
4.
The Southern Network of Specialized
Careservices for individuals with
Purpose: To promote and enhance
developmental disabilities who need specialized care for coexisting mental health issues and/or significant behaviours
(Dual Diagnosis)
1.
2.
3.
4.
5.
6.
7.
Develop & Promote Relationships Across All Sectors
Develop Specialized Clinical Skills & Services
Education
Research
Recruitment & Retention
Data – Gap Identification
Unified Community Voice
For more information contact Nancy Hall at
nhall@bethesdaservices.com or 905-684-6918 X312
Resources
• Edmonton and Area Fetal Alcohol Network. (2004).
FASD strategies not solutions. Published by The
Government of Alberta Children’s Services.
www.region6fasd.ca
• Graefe, Sara. (2006). Living with FASD: A guide for
parents. Vancouver: Groundwork Press.
• Kranowitz, Carol. (1998). The out-of-sync child:
Recognizing and coping with sensory integration
disorder. New York: Skylight Press.
• Malbin, Diane. (2002). Trying differently rather than
harder. FASCETS, Portland, Oregon.
Resources (cont.)
• Streissguth, Ann. (1997). Fetal alcohol
syndrome: A guide for parents and families.
Baltimore: Brookes Publishing.
• Streissguth, A., & Kanter, J. (1997). The
challenge of fetal alcohol syndrome: Overcoming
secondary disabilities. Seattle, WA: University of
Washington Press.
• Trudeau, Debbie (Ed.). Fetal Alcohol Syndrome
Society Yukon. (2002). Trying differently. A guide
for daily living and working with FAS and other
brain differences. 2nd Edition.
Resources recommended by Ontario
Service Providers
•
"Once Upon a Time: Therapeutic Stories that Teach and Heal" and "Once
Upon a Time: Therapeutic Stories to Heal Abused Children (revised
edition) by Nancy Davis PhD. Saskatchewan FASD Tip Sheets
www/skfasnetwork.ca
•
http://www.skfasnetwork.ca/Network%20Resources%20&%20Materials.h
tml
•
http://www.come-over.to/FAS/faslinks.htm Best FASD Sites
•
Fetal Alcohol Spectrum Disorder, by Toronto FASD Coordinating Network
2008
•
http://www.torontocas.ca/wp-content/uploads/2008/09/FASD.pdf
•
Strategies Parents find Helpful in Raising Children Living with FASD,
prepared by Czaee Rajwani. Toronto: St. Michael’s Fetal Alcohol
Spectrum Disorder Clinic, 2007.
Resources recommended by Ontario
Service Providers (cont)
• http://come-
over.to/FAS/PDF/TorontoStrategiesParents.pdf
• FASlink Discussion Forum is an Internet mail list for
individuals, families and professionals who work with
FASD. This provides support and information 24/7. To
join FASlink go to
http://listserv.rivernet.net/mailman/listinfo/fas-link
• Olderfas is a support group and discussion list for
parents only. They welcome family
members/parents/caregivers supporting for older teens
with FASD who are transitioning to adulthood. Diagnosis
is not required. To join go to
http://groups.yahoo.com/group/Olderfas/
• Picture This: Life as a Parent of Children with FASD
(podcast): http://citizenshift.org/picture-this