Understanding FASD: Six Concepts

(This information is taken from the This Is Me manual)

Foundational concepts about FASD have emerged from the growing body of experience and research in diagnosing and working with children, adults and families living with FASD. These concepts are based on the work of Diane Malbin (FASCETS Inc.).

Understanding these six concepts is critical to achieving the maximum benefit from the interactive presentation and important in understanding and working with individuals living with FASD to effectively improve and develop supportive environments.

CONCEPT ONE: FASD IS CAUSED BY PHYSICAL CHANGES
TO THE BRAIN
Over 30 years of research has found FASD to be a physical brain-based disability that is usually invisible. In most cases, primary and secondary behavioural characteristics are the only indicators of underlying brain dysfunction. Primary behaviours reflect brain dysfunction, e.g., memory problems, inconsistent performance, slow auditory or cognitive processing pace, delayed maturity in some areas, difficulty with abstract thinking, predicting or generalizing. [Read More]

CONCEPT TWO: FASD IS BEST CHARACTERIZED BY 3 LAYERS OF BEHAVIOURAL CHARACTERISTICS
FASD is characterized by primary neurobehavioural symptoms, which are permanent, as well as secondary and tertiary characteristics that are often preventable and can be changed. (Diane Malbin’s concept of Tertiary Characteristics compares to Dr. Anne Streissguth’s work on Secondary Disabilities.) [Read More]

CONCEPT THREE: MULTIPLE DIAGNOSES OFTEN MASK FASD
Because an accurate diagnosis for FASD requires the expertise and involvement of several professionals involved in a comprehensive, multidisciplinary evaluation process, only a fraction of those affected currently receive a complete and accurate diagnosis. Many individuals with FASD may have been given multiple and differing diagnoses over time. [Read More]

CONCEPT FOUR: STANDARD LEARNING THEORIES
DO NOT EASILY APPLY
Most standard parenting or clinical techniques are based on standard learning theories which do not make allowances for brain dysfunction. Two of the prominent learning theories are behaviourism and cognition. [Read More]

CONCEPT FIVE: ENHANCING STRENGTHS AND UNDERSTANDING CHALLENGES PROMOTES POSITIVE OUTCOMES
People with FASD may be very good at many things. They may be loving, affectionate, friendly, artistic, musical, work well with animals and plants, be very loyal and show a great determination to succeed in life. Learning strengths vary by individual. Strengths can be enhanced by the quality of a child’s environment and learning experience.
[Read More]

CONCEPT SIX: CHANGES TO ENVIRONMENT IS CENTRAL TO SUCCESS
People with FASD have a physical brain-based disability that prevents adapting to the environment.   Accordingly, it is necessary provide adaptations to the environment that fit for each person with FASD. This is the same approach applied to others with more obvious physical disabilities. Since environments are comprised of many components, each of which can have specific impacts on people with FASD, knowing and understanding those components can help us identify which changes can be most effective. [Read More]