FASD Toolkit - FASD Network of Saskatchewan

FASD Toolkit

TABLE OF CONTENTS About the Network

01

Strategies

03

DIY Tools

09

Purchased Tools

33

Other

39

Resources

47

Notes

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ABOUT THE NETWORK The FASD Network of Saskatchewan is a provincial organization that works with families, children, and adults affected by Fetal Alcohol Spectrum Disorder. A group of dedicated parents came together in the early 1990’s seeking support and understanding. They had common concerns about the challenges related to parenting children affected by prenatal exposure to alcohol. When the Network began very little was known about FASD. Families faced stigma, lack of services, and misunderstanding. Now, 20 years later, the Network is a community based provincial organization with an office in Saskatoon. Over the years the level of knowledge and understanding in Saskatchewan communities has grown along with the Network. The Network has expanded from a group of concerned parents into an organization led by a 12 member board of directors offering support, training, and events across the province.

TRAINING

The Network offers a variety of tailored training sessions to organizations that work with individuals living with FASD.These sessions can be held anywhere in the province. By receiving training on the disability organizationsthat work with individuals living on the spectrum can gain a better understanding of FASD and tailor supports to the individuals’ needs.

EVENTS

Along with our training sessions the Network offers several annual events that provide education and training on FASD. These events include an annual conference tailored to meet the needs of different sectors, Principles & Practices workshops, as well as events created specifically for caregiversand individuals living with the disability.

SUPPORT

The Network’s Support Services was created to give families and individuals direct support in their daily lives. The program aims to gain positive outcomes for those living with FASD by working to clarify short-term goals and developing a plan to reach those goals. For more information on the services provided by the FASD Network please contact us at: 1-866-673-3276 [email protected] www.saskfasdnetwork.ca

01

WHAT IS FASD? Fetal Alcohol Spectrum Disorder (FASD) is a disability that can occur in children, youth, and adults when alcohol is consumed during pregnancy. It is a lifelong, brain-based, and often invisible disability. In 2015, changes were recommended to the diagnostic guidelines for Fetal Alcohol Spectrum Disorder. The new guidelines recommend that FASD now be used as a diagnostic term rather than an umbrella term for a range of disabilities.

Diagnosis FASD with sentinel Facial Findings

FASD without sentinel Facial Findings

• Prenatal exposure to alcohol confirmation not required

• Prenatal exposure to alcohol confirmed

• 3 facial features

• No facial features required

• 3 domains of impairment

• 3 domains of impairment

(FAS, pFAS)

(ARND)

Designation

At Risk for Neurodevelopmental disorder and FASD • Prenatal exposure to alcohol confirmed • OR must have all 3 facial features • Clinical concern about development The 3 facial features refer to: thin upper lip, short palpebral fissures (the opening between eye lids) and smooth/flattened philtrum (the groove between the nose and lip). The ‘domains of impairment’ refer to how an individual rates in the following areas: motor skills, neuroanatomical/neurophysiology, cognition, language, academic achievement, memory, attention, executive functioning including impulse control, affect regulation (mental health), adaptive behavior (social communication). The former diagnoses that may still be encountered include: Fetal Alcohol Syndrome (FAS), Partial Fetal Alcohol Syndrome (pFAS), Alcohol Related Neurodevelopmental Disorder (ARND) and Alcohol Related Birth Defect (ARBD).

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STRATEGIES MEMORY

Challenges with memory for individuals with FASD is related to the brain’s reduced ability to store and retrieve information, as well as make associations and generalize. It is important to understand that memory problems are experienced by those with FASD as a result of a brain-based disability. Memory challenges for individuals living with FASD may include both short and long-term memory. An example of a typical short-term memory problem would be working on a task and in the middle of it you forget what you are doing. An example of a long-term memory retrieval problem would be when an individual appears to know a fact or instruction one day, and forgets it the next. Strategies for Success: • Individuals with FASD need more time to learn some things. You can help by being patient and explaining the same things multiple times.

• It is helpful if a person receives the same message in the same form from everyone – it is important to repeat, repeat, repeat.

• Asking individuals with FASD to repeat instructions back does not ensure that they understand. Request that they “show you” or explain in their own words

• Communicate while being mindful of an individual’s ability to process information, be aware of the pace and tone of your speech.

• Re-teach rules in different settings.

• Use visual charts and reminders.

• Use agendas, cell phones, calendars or anything else a client feels comfortable us- • Use a series of notes, memos, pictures, or anything else that works around the home. ing to support the individual’s memory for appointments and day-to-day activities. • Remind clients of the time they need to leave, the lunch they should bring and where they are going.

• Be patient, memory is a lifelong issue. However, years of practice and support can often result in self sufficiency where otherwise you may not have expected it.

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CONFABULATION

Individuals with FASD tend to “fill in the blanks” of stories with whatever makes their experience make sense to them. This is often an attempt to keep track of events that are not fully understood or remembered. Sometimes confabulation can be misunderstood as lying, but often this exaggeration makes sense or becomes true in the moment to those who are saying it. Confronting a person about a story can lead to a blow-up. If they are approached without negativity, accepted, and not confronted or rejected, some individuals with FASD are able to recognize or end a confabulated story. Strategies for Success: • Understand the difference between confabulating and “lying.”

• Ask only for the information needed at the moment.

• If the confabulations are not serious or indica• Avoid asking questions you already know the answer to, like “Are you sure that’s what tive of danger allow them to engage you with happened?” the story. • Ask short questions with definite • If the confabulation indicates danger, answers. examine the statements further.

CAUSE & EFFECT

FASD significantly impairs information processing. This is one of the most difficult characteristics of FASD, since processing information impacts so many aspects of our daily lives. Cause and effect is the ability to translate information into an appropriate action, or judge the link between action and consequence. An understanding of cause and effect is also impacted by an individual’s limited ability to generalize information learned from one situation and apply it to another. Individuals with FASD often have difficulty predicting long-term consequences, or being able to see how the consequences of one situation are related to the outcomes of another. This is why individuals with FASD may repeatedly make the same mistakes or get in trouble for the same reasons. An inability to conceptualize the link between cause and effect is often misunderstood as having a lack of remorse. Strategies for Success: • Use clear and concrete words in short sen- • Use positive reinforcements to encourage good tences. behaviour. • Use a calm and clear voice. Messages can • Try to have fewer distractions when individuals need to listen to instructions or make a decibe lost when given in a highly emotional or excited tone. sion. • Create visual reminders of expectations and • make consequences as immediate and relevant outcomes. as possible, • Map out decision making so clients have a • Use social stories that are age appropriate to describe the effects of possible actions and concrete visual to represent the proper path inactions. and consequences of each path.

04

TIME

The concept of time is difficult for people with FASD to comprehend. Time is an abstract idea and individuals with FASD tend to learn best when things can be touched or seen. Since FASD also causes faulty memory it can be difficult for someone to plan and anticipate events. Sometimes a person being late, or missing appointments, is misinterpreted as purposeful and lazy. In reality individuals with FASD are often unable to understand concepts of time and may need some assistance. Strategies for Success: • Digital clocks are easier to understand than • Help to plan ahead with what to do and when a clock with hands. by creating as much predictability and routine as possible. • The use of timers is helpful for gauging time. • A person with FASD may need help being These can be used when an activity is startable to anticipate appointments or activities, so post calendars and schedules when ing. They can also be sent with an individual possible. Pictures can be useful as well as if they need to take a break to let them know words. when to come back. • Advocate with school and employers for later • A simple phone call reminder can save a start times and increased flexibility as time client from missing an appointment or being is an issue most clients will face their entire late to work. Finding caregivers willing to do lives. this will create a lifelong support system.

TRANSITIONING

Individuals with FASD often do not cope well with transitions or switching from one task to another. Transitions can also include more significant life changes, such as moving to a new city or ending high school. A transition is anything that results in changes to relationships, environments, routines, expectations, or roles. Transition planning can help to minimize difficulties — this involves understanding an individual’s strengths, needs, and goals. Strategies for Success: • Provide a predictable schedule. Having the schedule on a wall, phone, fridge or any other easily viewed location is helpful.

• Recognize the potential impact of life transitions before they happen (moving from a family home to a different home, being removed from cultural traditions).

• Prepare for transition and give plenty of forewarning.

• Use social stories that help to explain what will occur in future transitions. Repeat them regularly.

• Use strategies to make transitions in the day’s activities. For example, use verbal prompts to initiate the end of one activity and shift to the next activity.

• Use times, activities, and television shows to indicate when a transition may happen.

• Be patient, transitioning does not always improve over time.

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OWNERSHIP

Ownership and personal belongings are abstract concepts that are difficult for many individuals with FASD to comprehend. If a person does not appreciate what personal ownership means, he or she cannot understand that taking another person’s possessions is actually “stealing.” Often if an object is not directly associated with its owner, for example being held by someone, then ownership is not understood. . Strategies for Success: • Write names on items or colour-code property.

• Teach associations between specific items and their owners.

• Establish and implement appropriate consequences for taking other people’s items. Ensure this is timely and consequences are swift but efficient.

• Practice borrowing. Have a client borrow a pen at your office and return it. Try this vice versa by borrowing a client’s phone while he or she is in your office and return it before that person leaves.

• Explain what is safe to borrow and lend – use pictures, examples and social stories.

• Work with clients to understand monetary value. For example, a portable music player is worth 15 hours of work.

IMPULSE CONTROL

People with FASD tend to have poor impulse control. Remember, FASD is a brain-based disability and impulse control is a neurological function. The frontal lobe, which is the part of the brain that controls inhibitions and judgment, does not function properly for those with FASD and as a result there are difficulties with impulse control. Often impulsive behaviours can be reduced and/or controlled by using calming techniques and making environmental accommodations. Strategies for Success: • Individuals with FASD have trouble with im- • Identify a support person that the pulse control in social situations, thus it may individual can call when he or she has a be helpful to develop “role question. This person’s role is to provide judgment-free guidance upon request only. playing scripts” for common situationS • Cues and reminders can help individuals • Model impulse control out loud (say what with FASD control impulses by you are thinking). For example: “I really want to buy a chocolate bar, but I also want to interrupting the process between impulse save money to buy a new t-shirt.” and action. • Develop a case plan that includes oneon-one support, wherein the individual can explore his/her perspective, discuss other perspectives and make informed decisions.

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• Avoid situations in which clients have not been able to control their impulses before without supervision.

SOCIAL SKILLS

An individual with FASD may be functioning at a much younger developmental age (also known as dysmaturity). As a result, there can be a gap between an individual’s social maturity and that of their peers. They may choose to spend time with younger peers because they are more developmentally similar. Individuals with FASD are often outgoing and friendly, but can sometimes be seen as indiscriminate and intrusive. As a result of these factors it can be difficult for those living with FASD to develop and maintain meaningful friendships. A difficulty for those living with FASD is being able to interpret social cues. They may misinterpret other people’s emotions, be less skilled at reading body language or be unable to entirely understand the implication of their actions on others. Strategies for Success: • Build on strengths and interests that can engage them in social activities.

• Adjust expectations to fit a person’s developmental age,

• Model good behaviour.

• Role play different social situations.

• Teach examples of what healthy friendships look like and help to identify positive friends.

• Have open conversations about sex and sexuality, including contraceptives, regular testing and other issues

• Avoid large groups of people for social inter- • If the opportunity for a mentor is available to your client this can improve quality of life for actions – one or two friends is often much the client more significant

SLEEP ISSUES

Individuals with FASD can often have difficulty falling asleep, staying asleep, and waking up. They are at a high risk for developing sleep problems, and face challenges in getting enough rest. This can lead to daytime fatigue, an inability to pay attention, and hyperactive behaviour. Strategies for Success: • Textured and weighted blanks may be helpful • Limit the amount of visual stimulation in the bedroom – limit furniture and ensure that depending on an individual’s sensory profile. If finances are an issue try sleeping bags or personal belongings can be stored out of heavy blankets sight. • The introduction of relaxing music may be helpful for some individuals.

• For some individuals, taking a melatonin supplement can help to regulate sleep.

• Develop a calming sleep routine.

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SENSORY DYSFUNCTION

Individuals with FASD may be over-sensitive (hypersensitive) or under-sensitive (hyposensitive). Those who are hypersensitive are very sensitive to touch, movement, light, or sound. Because of the way their brains work, they may be so distracted by what they hear, see, or feel that they can’t focus on other things. When individuals are hypersensitive they may feel the need to shut down and act out as they try to stop the thing that is bothering them. Individuals who are hyposensitive are often less sensitive to external stimuli, and are less sensitive to temperature or pain. They often have a need for sensory stimulation, which can sometimes result in inappropriate hugging and touching. Repetitive scratching, pulling hair, and more severe kinds of selfmutilation are some behaviours that can result from hyposensitivity. Strategies for Success: • Think accommodations: “How can I adapt the environment to support this person to succeed?” • Limit distractions. • An Occupation Therapy Assessment is recommended.

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• Recognize the potential sensory impact of noise, smells, environment, clothing, etc. • Scents may be bothersome to some people, use scentless detergents.

DIY TOOLS Reminder Pictures

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Chore Charts

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Calendars

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Task List

14

Personal Expectations

15

Tranistion Book

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Routine Charts

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Clocks

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Stickers

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Money Box

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Weighted Instruments

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Sensory Board

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Tactile Board

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Weather Indicator

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Water Beads

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Eye Spy Bag

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Emotion Signifiers

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Wallet Card

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Profile Page

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09

VISUAL REMINDERS

The following five tools are visual reminders including reminders pictures, chore charts, calendars, task lists, and a ready for work chart, these are easy and cost-effective ways to create visual reminders that individuals with FASD can utilize to aid their memory deficits. These reminders provide a non-verbal prompt so the individual remembers what to do next in a specific situation. The design of these tools can vary greatly depending on the needs and strengths of the individual using them. For example, the following tools can be designed using just pictures, just words, or a combination of both depending of the abilities of the individual.

REMINDER PICTURES

This is a very basic tool, it involves placing images throughout the home, workplace or classroom that can prompt the individual with instructions they have struggled with in the past. These can be complex instructions like “what to do if you get upset” or simple instructions such as “how to wash the dishes.” The layout or design of the picture should depend on the developmental age and preferences of the individual, it can include clipart images, images of the individual actually doing the task, or just words to prompt their memory. While the individual is still learning to utilize the reminder pictures it can be useful to have a support person point to the images to prompt the individual to use the new tool. This structure and repetition can effectively aid the individual with mastering formerly difficult instructions. A good idea is to print and laminate the pictures so they last longer.

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CHORE CHARTS

Chore charts are a good way to teach responsibility as well as consistency. Often individuals with FASD learn best through repetition so creating standard chore charts can assist them in learning what chore they are expected to complete and act as a visual prompt so they remember to do their chores. These charts can be as complex or simple as you wish, many designs are available online ranging from simple lists to magnetic or Velcro boards with removable tasks.

Velcro chore chart designed by: Kozmic Visual Connections

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CALENDARS

Using a planner or calendar is a skill that keeps one’s life organized. For someone with FASD this skill is invaluable because individuals often have trouble with memory causing missed appointments, frustration and anxiety. By incorporating a planner or calendar the individual is able to feel a sense of control over his or her own day-to-day operations, and has more success getting to appointments on time. Each individual with FASD has different strengths and challenges, meaning finding the right planner for someone is invaluable. Some individuals with FASD prefer the old fashioned method of writing things down in a planner, other clients may prefer to have planners on their phones. You can create a magnetic or Velcro calendar with images of appointments or tasks that can be attached (example below) or you can simply create an appointment template to print for your client to attach to their calendar at home.

Velcro calendar designed by: Kozmic Visual Connections

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____________ Meeting: Where: _______________ When: ________________

__________ Appointment: Where: _______________ When: ________________


Mentor:______________ When: _____________ Activity:_______________



























































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TASK LIST

An individual living with FASD may struggle to complete simple tasks because they struggle with one of the most basic expectations, memory. Understanding a task and being able to complete it over and over again takes a healthy working memory. Providing individuals with a step by step list of what tasks they need to complete at home, work or school will assist their memory. Another benefit of these lists, is that they assist the individuals with prioritizing the importance of tasks. Laminating the list will make it more durable and allow the individual to check off the tasks they have completed that day, erase it after all their tasks are completed and use it again the next day. Layouts can be as complex or simple as needed for the individual. The example below is for job expectations at an individual’s workplace.

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PERSONAL EXPECTATIONS

Personal expectations for an individual with FASD can apply to different parts of life, such as going to school, getting ready for work, visiting friends and more. In some cases, such as going to work, personal expectations will be implied and provided. Sometimes an implied expectation is that the employee be showered and fed before arriving at work and provided expectations may be that an employee show up in uniform with their hair tied back and black shoes on. Help the individual by listing these expectations on a poster which will make them clear.

Ready for work? Don’t forget... Work Shirt Black Pants Hair up Black work shoes Lunch Bus Pass Cell Phone Name Tag

Leaving the house? Don’t forget... House Keys Bus Pass Cell Phone Wallet Glasses Jacket Turn off the lights Lock the doors

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TRANSITION BOOK

Moving from one activity to another, from one space to another, or from one season to the next, can be difficult for individuals living with FASD. Transitions require memory, time management skills, the ability to refocus attention and process any environmental changes that may occur. Transition books prepare and support youth through transitions by providing a visual reminder of what is changing and what to expect. In other words, transition books act as a visual reminder of what their new routine will look like. For example, children living with FASD often struggle when transitioning from one grade to the next because although the idea of school remains the same, their experience of school changes from year to year. As children grow older and mature, the book can evolve with them and their needs. It may become smaller and include new spaces or people. Transition books: • Include photographs of the individual and their support people • Depict actual locations that the individual will be in (generalizing information from one space to the next can be difficult for individuals living with FASD)

When designing a transition book consider: • What spaces will the individual be accessing? (Washrooms, eating spaces, classrooms, etc) • Who will be in new spaces to provide help and support to the individual? • Is there anyone that the individual already knows who will be there to provide support? (previous teachers, siblings, friends, etc) • Is there anything that can remain constant during the transition? (bedding, locker, teddy bear) • Where will the individual find help in an emergency? Transition books can be made to help individuals transition: • From grade to grade • From one home to another home • Through the holidays • From season to season • From school to work

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ROUTINE CHARTS

Similar to the task list already explained, providing individuals with a step by step list of the routines they need to complete at home, work or school will assist their memory, help them transition between tasks and stay focused. Individuals living with FASD benefit from routine and structure due to their impaired cognitive functioning. Routine charts can be prepared for bedtime, waking up in the morning, or other daily routines. The example below is a bedtime routine for children or youth, you may want to change the design for adults. One example includes words while the other just uses images, the design you use will depend on the individual.

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CLOCKS

The anxiety and stress experienced during transitioning may be caused by not understanding when the next break or meal is coming. This can lead to individuals seeming distant and confused throughout the day because they can feel lost in time and sometimes slip into a type of survival mode. Time is an abstract concept for most individuals living on the spectrum. Clocks or clock print outs can help individuals understand when the important transition and events of the day need to happen. For some individuals this may be as simple as using a digital clock which is easier to read than an analogue clock. For others, they need a more detailed tool, such as the example below. These large laminated posters can be used at home, work and at school. Because they are laminated, it makes it easier to change the transitions illustrated.

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STICKERS

Individuals with FASD often have trouble understanding the concept of ownership, they may be living in the moment, have problems with short-term memory, or they might have thought that it was theirs. Colored stickers purchased from any dollar store can be a simple tool to help with issues surrounding ownership. Mark the individual’s belongings with a certain color of sticker. For example, everything in the classroom or the house with blue stickers are his. Explain to him that if they don’t have his sticker on them, he should not take or use the object.

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MONEY BOX

Not every individual with FASD will struggle with ownership but for some individuals it can be a long battle of understanding, sometimes resulting in limited understanding and a multitude of accommodations. One of the most successful strategies is to provide a long-term visual lesson, the example below utilizes the money box tool. Money boxes are not the only tool that can be used to teach ownership, however, they do embody the basic principles of how to teach what belongs to who and what the consequences of stealing look like. Providing a visually accessible option will help the individual see what ownership looks like and act as a constant reminder, therefore ensure the money boxes are always visible. Using the money box tool: 1. Purchase two boxes, the ones used in the images below are ballot boxes from Staples. Label one as the individual’s and the other one with someone else’s name, in this case the parents’. 2. Both boxes should start equal with a designated amount of money being provided, the amount is up to your discretion. Both boxes should be accessible and unlocked to begin with. 3. If whatever money is placed in the individual’s box is still there at the end of the day it should be given to them. The next day, repeat the process. 4. However, if the money is missing and the parents’ money is missing as well, a consequence should ensue. The next day, both the individual’s and the parents’ allotment of money should be locked in the parents’ box. On the third day, everything is reset, and you start all over again.

A tool like this does not provide results over night, it must be a long standing process.

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WEIGHTED INSTRUMENTS

Weighted instruments can provide therapeutic relief to individuals who are stressed, anxious, or need to calm down. Weighted instruments such as blankets help individuals feel safe and secure in the same way that a firm hug does. Due to the sensory processing issues associated with FASD, the extra weight and pressure can soothe and realign the senses. There are many items around the home that can be turned into a weighted instrument. The instructions and examples below are for a weighted toy and a weighted blanket. Items needed: • Stuffed animal • Scissors/seam ripper • Rice • Funnel • Essential oils (Optional) • Thread and needle Steps: 1. Find a stuffed animal that is the right shape/size for you. This can be something you already have around home that is not used anymore, or a new inexpensive toy.

2. Cut a small hole in the toy and pull stuffing out. You may choose to cut where the tag is, as this place will be easier to sew up. You can remove all the stuffing or leave some remaining in the arms and legs.

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3. Add rice to the stuffed animal, in lieu of the stuffing. You may need a funnel to do this. Add to your desired weight, remembering not to make it too heavy, but not too light that it won’t have an effect. Leave some extra space to help shift the animal around.

4. OPTIONAL: add a scent to the rice after adding. For example, a few drops of essential oil. Lavender helps with sleep, citrus helps with alertness. 5. After the toy is filled sew up the hole. This can be done with a hand-stitch, so no machine is required.

Option: the stuffed animal can be kept at room temperature, or can even be frozen or microwaved (using caution). ***IF MICROWAVING make sure there is no metal in stuffed animal (eyes, zippers, buttons, etc.) Repeat these instructions to create your own weighted blanket.

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A no-sew version of a weigthed lap pad can be made by using ziplocs, rice and tape. 1. Fill four small ziploc bags with rice.

2. Use tape to connect the four bags.

3. Cover the entire surface with tape.

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SENSORY BOARD

Sensory boards provide hands on sensory play, they work to stimulate and entertain the individual. This easy DIY tool consists of different textures and materials affixed to a board. The boards can help individuals with FASD calm down as they touch the different textures and focus on that sensation. Boards can be made in any size and customized to best suit an individual. In the example below household items such as sponges, marbles, fake grass, etc. were glued to a canvas.

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TACTILE BOARD

Integrating life skills learning into any area of play will prove to be an asset later in life. By incorporating these options that teach life skills, the child will be able to develop some of the fine motor skills required to enjoy and prepare for life experiences. Some individuals with FASD do not develop skills such as tying their shoes or doing up their zippers until much later than their peers. This can be due to their physical struggles with motor skills or because their developmental age is lower than their actual age. By providing them with a tool that can help them experience and develop these skills, less frustration will occur. Tactile tools can be made using basic household items, they can be as simple or complex as needed. Some tactile tools can be as simple as gluing a baby shoe to a board for an individual to practice the skills needed to tie their own shoes. Tactile boards are a collection of items that teach many skills, in the example below individuals can learn how to turn the lights on/ off, open their door, and do up their zipper or buttons. The boards was created by purchasing the items at a home hardware store and screwing or gluing them to a plywood board.

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WEATHER INDICATORS

Knowing how to dress for the weather is a skill we acquire through our senses but because individuals living with FASD often have sensory processing issues, their senses can be unreliable. To accommodate these problems try creating a weather indicator. The weather indicator in the picture shown is very basic and can be customized to suit each individual. It provides the individual with a guide of what to wear at certain temperatures. Each day the individual can see the temperature and decide what to wear.

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WATER BEADS

Some individuals living with FASD struggle with focus and active listening, as a result they often display behaviours that make them seem restless. These behaviours can be disruptive in some settings, tools such as fidget toys can help center their focus by directing their movements and energy into a small hand held toy, allowing them to listen and pay attention. There are many options for DIY fidget toys, the example below shows how to add water beads to a balloon to create a very easy fidget toy. Supplies include: water balloons, water beads, funnel, water bottle Directions 1. Put beads in water and allow to hydrate (this can take up to eight hours). 2. Fill an empty water bottle with the beads. 3. Attach a ballon to the water bottle and push beads inside. 4. Secure balloon.

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EYE-SPY BAG

An Eye Spy Bag has many different purposes, it acts as a fidget toy, a distraction, or a calming tool. It can be made as difficult or as easy as needed. If you have sewing abilities you can create the bag out of material sewn to a clear cover. Another option is to purchase a pencil case or clear bag. The bag is then filled with random objects and clear beads. The objective is have the individual search for the objects by using their heads to manipulate the bag and the objects inside. Examples can be seen in the pictures below. 1. Determine wha you would like to use for a bag. The example below is a home made version using cloth and a plastic table cloth. You can also use cosmetic bags, pencil cases or water bottles.

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2. Gather your Eye Spy items. The items should be small with no sharp edges, use little items found around the house or at dollar stores.

3. Purchase a sifting material such as poly beads, rice or lentils. 4. Make a list of the items you’ve collected to put in the Eye Spy Bag. 5. Add the items and the sift material to your bag. Make sure you leave enough room to sift the items thoroughly. If the bag is too full it will be harder to sift through.

6. Seal and secure your bag so no beads or items fall out.

7. Attach the list to the bag.

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EMOTION SIGNIFIERS

Having no words to describe how you feel can be one of the most frustrating feelings in the world. For individuals living FASD, not being able to describe an emotion or explain a feeling can often resulting in misunderstanding, frustration, anger, and behavioural problems. Emotion signifiers can simply be images of people expressing certain emotions, they can be images of the individual themselves, or stock photos. The tool is used by asking the individual to indicate which image best reflects how they are feeling at a given time. Choosing the right emotion to describe your feelings can result in empathy, understanding, patience and kindness which in turn can correct problems that result from misunderstandings and improve social skills.

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WALLET CARD

A wallet card is simple piece of paper that discloses the individual’s disability and provides the contact information for their support person. Wallet cards are useful for police or other emergency responders to recognize that an individual has a cognitive disability and will require added support if questioned or needed as a witness. A wallet card can help protect an individual from being unlawfully questioned about a crime and can notify the police that the individual does not understand his or her rights and wishes to seek support or legal counsel. Wallet cards can be used in a variety of situations, such as advocating for oneself. A wallet card template is available at www.saskfasdnetwork.ca.

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PROFILE PAGE

A profile page is a one page summary of an individual’s disability and the behaviors that may occur as a result of their disability. The page often includes information about the individual’s struggles, the strategies to support them, and their interests or likes. Providing a profile page to a teacher, worker or other support people can help remind them that the individual has a disability and is not purposely acting out. The page can be customized to include the information most pertinent to the individual.

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PURCHASED TOOLS Fidget Tools

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Calming Tools

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Sensory Tools

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Motor Skill Development

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Time Management

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FIDGET TOOLS

Fidget toys represent an outlet for our bodies to move while still paying attention. Individuals with FASD can often have difficulty controlling their bodies enough to convince the general public they are listening and learning. By providing specific outlets for individuals to release energies, it creates space for the body to use other senses such as visual and auditory which are both necessary for learning. It is important to understand that not every toy is a fidget toy. Choosing a specific toy will determine how much of an impact it will have on a child’s attention span. Movement is always key when choosing a fidget toy. Increase movement will sometimes distract the individual rather than help them concentrate. Fidget toys can be made from household items, such as the examples explained in the previous section, or purchased from a variety of organizations. Some toys that can be ordered online include: Fidgeting Foot Band The foot band wraps around a child’s chair legs, it can help provide stiumlation that allows children to pay attention. www.therapyshoppe.com

Bendeez This rubbery band is a good slient fidget toy thatcan help with hand eye co-ordination and tactile strenghtening. www.therapyshoppe.com Koosh Ball Koosh balls are fun to catch and hold. They can be used to keep hands busy. www.specialneedstoys.com FitBALL Air Cushion This inflatable cushion is portable and works well for those who fidget. www.especialneeds.com Modern Ball Chair These chairs are good for individuals who cannot sit still, need help strenghening their balance, and struggle with sensory input and integration. www.fundandfunction.com Wiggle Seat These discs sit on chairs and help individuals get the wiggles out. They are also great for strenghtening core muscles. www.fundandfunction.com

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CALMING TOOLS

Individuals who live with FASD can often feel additional stress and anxiety because their bodies respond differently to their environment. Because of the primary disabilities associated with FASD, therapeutic tools can be help navigate these stressful situations. Fountains Basic house fountains can be used for destressing and relaxation as well as white noise for sleeping. www.walmart.ca Sound Spa Relaxation System Nature sounds can promote relaxation and a great night’s sleep. www.specialneedstoys.com Aromatherapy Oil Diffuser Essential oils can be used to stimulate the senses and also to soothe and calm the senses. www.specialneedstoys.com Hot Hug Loving Lamb Provides calming stimulation as the lamb is warming and gives off soothing and calming scents such as chamomile and lavendar to promote relaxation. www.specialneedstoys.com

Tranquil Turtle This provides soothing stimulation for sight and smeel with relaxing sights and smells. www.specialneedstoys.com Weighted Blanket A weighted blanket cna help with sensory disorders, sleep disorders or just to help unwind. Being wrapped in the blanket can provide proprioceptive input to the body which provides awareness of one’s body position in space and decrease sensory seeking behaviours. www.funandfunction.com Body Sox A body sock allows for privacy and can increase a person’s feeling of personal safety. It can be calming and create a personal environment. www.especialneeds.com Squeeze Vest This is different from a typical weighted vest. The inside is inflatable and can offer that tight squeeze when people need that additional pressure. www.specialneedstoys.com

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SENSORY TOOLS

Individuals with FASD often have problems with interpreting sensory information. Unwanted behaviours may occur when individuals experience bothersome sensory issues. Tools that adapt their environment or provide stimulation may help individuals.

Stretchy Dino Wrap This tool provides tactile stimulation and sensory input. www.funandfunction.com Chewy Superpack Chewies can help individuals living with sensory input issues byt reducing anxiety. They also promote oral and tactile exploration. www.funandfunction.com Ziggy Pasta This soothing sensory toy is a fun way to provide therapeutic tactile input for individuals who are hypersensitive to textures and touch (tactile defensiveness). www.therapyshoppe.com Vibrating Sensory Snail The snail has many different textures and an engaging antenna, it is great for the senses. www.funandfunction.com Totable Sensory Roller This sensory tool can be rolled on the individual to provide relieving sensations, it can also be used as a small fidget toy. www.therapyshoppe.com NoiseLESS earphones These earphones reduce the volume of noise for individuals with auditory sensitivities. This allows users to be outdoor or in public comfortably. www.especialneeds.com Sensory Table This multi-use table provides sensory activities for those who seek sensory stimulation. www.specialneedstoys.com

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MOTOR SKILL DEVELOPMENT

Individuals with FASD may have deficits in their gross and fine motor skills development. Incorporating tools that teach these life skills may add in development. Modified tools can also be purchased to provide aid in areas that individual finds difficult. Gears Building Set This set helps to develop fine motor skills, creativity and problem solving. www.fatbraintoys.com Connecting Play Tunnel A tunnel can be lots of fun while also strenghening gross motor skills. www.especialneeds.com Stepping Stones These stones attach to feet to help with balance and coordination. www.specialneedstoys.com

Plasma Cars Plasma cars are moved by turning the steering wheel. Combining the direction and movement controls exercises both the body and the brain. www.specialneedstoys.com Handwriting Grip Set This modified tool allows individuals to hold pencils more easily. www.store.schoolspecialty.com

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TIME MANAGEMENT TOOLS

Time is an abstract concept a lot of individuals struggle with. Tools that provide prompts for switching tasks or aid them in understanding time can help with these issues. Ruggie Alarm Clock Rug alarm clocks help prompt individuals to get out of bed, the snooze button can only be hit by standing on the rug. www.ruggie.co TimeTimer This is a great tool to use when changing from one activity to another. The time provides warning that a change is coming up. www.specialneedstoys.com

Easy Daysies Family Activities Magnectic schedules or calendars can help prompt individuals so they know what tasks to do at what time. www.specialneedstoys.com

Time Tracker This visual timer and clock provides light and sound cues to keep individuals on task. The three coloured lights and sound effects can be programmed to alert individuals to the time remaining. www.learningresources.com

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OTHER Budget Template

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Meal Planning

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Planner Page

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Cleaning checklist

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BUDGET LIST Expected

INCOME

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Actual

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EXPENSES

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Expense

Amount

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TOTAL

Total Income __________________ Total Expenses ________________ Remaining Money ______________ Savings _______________________ 40

WEEKLY MEAL PLAN Sunday

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Breakfast

Lunch

Dinner

Snacks

Groceries

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24 HOUR DAY DATE: 12:00 AM

1:00 AM

2:00 AM

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4:00 AM

5:00 AM

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CLEANING CHECKLIST DAILY Chore

Mon

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WEEKLY Chore

Done

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RESOURCES The FASD Network has a variety of resources that can be found on our website, www.saskfasdnetwork.ca. To order resources please contact the Network at 1-866-673-3276 or [email protected].

NETWORK PUBLICATIONS A Guide to Awareness and Understanding The FASD Network’s Supports & Services The FASD Network’s Training & Events Tips for Caregivers Tips for Employers Tips for Justice Workers Tips for Support Workers Tips for Teachers Advocacy: Tips & Strategies Transitions: Tips & Strategies Information on Guardianship

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