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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.
The most obvious component is the physical environment, which includes the shape and size of physical space, colour, lighting, furnishings and other aspects.
Less obvious but more impactful components are the human-environment factors that govern the way we live and function as a society. These include our personal circle of contacts, our way of thinking, our schedules and routines, our rules and expectations, and our communications style.
The Impact of Environment on Your Way of Thinking
The lens through which we view the world is shaped by values and deeply held beliefs or standards. Those expectations, understandings and values are a very important part of the environment for people with FASD. Changing and adapting these personal attributes in order to effectively interact and work with individuals with FASD is essential for success.
Understanding the brain-based nature of FASD can provide helpful adjustments to our incorrect assumptions and unrealistic values. For example, as children age, we expect more independent functioning. For those individuals with FASD, their developmental level of functioning often does not correlate with their chronological age (dysmaturity).
Changing our way of thinking is not easy. Nor can it occur only on a superficial level if it is to be effective in helping someone with FASD. For example, you may have a deeply held commitment to an extended family which has a cherished ritual of a large annual family picnic. However, a child with FASD may not be able to cope with the change in environment and over- stimulation of too many new adults. Tension between one’s family values and one’s value to support the child with FASD is likely to occur.
Physical Surroundings
This component includes the physical structure (the wall, windows, floors), colour, lights, sound, furniture and equipment. The organization of the physical structure of a space, furnishings and equipment dictate activity areas and traffic patterns. Individuals with FASD can use the physical environment to cue them about rules and expectations. Physical environments that provide a variety of spaces, some for movement and others for quiet, calming time are optimal.
Schedules and Routines
Fast-paced, lengthy and unpredictable activities can create problems for people with FASD. Making an organized routine for activities is best. Such routines make events predictable and can ease transitions from one activity to another.
Expectations and Rules
Each environment has rules that influence how individuals are expected to behave. For example, families may have rules or expectations about what can be spoken of in public and what remains exclusively within the family domain. When a person with FASD has difficulty weighing and evaluating what is private and what is public, other family members need to exercise greater discretion in discussing personal family matters in the presence of the member with FASD.
Language and Communication
People with FASD may have difficulties comprehending language, be overwhelmed by too many words or instructions and be confused by inconsistency in word use. Using fewer words and slowing down when communicating can be very effective.
Family, Friends and Community
People connected to individuals with FASD are the most important environmental asset with the power to shift their own thinking and that of others. They can analyze the other components of environments and adapt them specifically for people with FASD. Often simple accommodations can have a profoundly positive impact. |
