Assessment Strategies
"It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences."
- Audre Lorde
- Audre Lorde
Academic Difficulties
Some academic difficulties seen within FASD student's include:
a. Language
b. Memory
c. Cognitive Functioning
d. Behavioural Regulation
Some academic difficulties seen within FASD student's include:
a. Language
- Recognizing letters and numbers
- Chatty or verbally fluent
- Reading words
- Spelling
- Writing sentences
- Learning math facts
b. Memory
- Inability to recall a series of directions
- Long-term retrieval memory problems. For example, a student could know a fact or procedure one day and forget the next.
- Source memory deficit, meaning adding extra information and are unaware it came from another source.
c. Cognitive Functioning
- Includes patterns of inefficiencies and deficits in functioning.
- Slow mental processing
- Poor use of thinking and planning strategies.
- Difficulty linking two or more ideas together
- Generalizing and understanding cause-and-effect.
- Difficulty keeping materials organized and managing time.
d. Behavioural Regulation
- Mood swings
- Become easily overwhelmed by stimulation
Alberta Education Standard Behavioural Expectations
The following chart compares standard behavioural expectations for chronological ages and contrasts them with actual developmental age abilities often seen in children with FASD (Alberta learning, 2004, p. 21).
When educators are teaching FASD student's it is important to keep in mind the developmental expectation differences that exist when FASD students are in your inclusive classroom.
When educators are teaching FASD student's it is important to keep in mind the developmental expectation differences that exist when FASD students are in your inclusive classroom.
![Picture](/uploads/4/7/0/7/47078457/8510079.jpg?308)
Assessment Strategies
Strategies towards assessing FASD students within the classroom is personalized and specific to that particular individual.
BOATS Assessment
Behaviour
Observation
Assessment
Teaching
Strategies
This process is presented to educators in an effort to increase awareness and competencies when working with students displaying challenging behaviours.
1. seeking understanding of problem behaviours and clearly describing them;
2. identifying when and where problem behaviours occur and/or do not occur;
3. considering priorities to address problem behaviours;
4. determining function of behaviours and replacing problem behaviours with desired behaviours;
5. identifying positive and negative consequences that maintain problem behaviour and desired behaviours;
6. selecting appropriate data collecting techniques;
7. selecting strategies to match the function of behaviour and lead to more effective teaching;
8. monitoring and evaluating behaviour change regularly.
Strategies towards assessing FASD students within the classroom is personalized and specific to that particular individual.
BOATS Assessment
Behaviour
Observation
Assessment
Teaching
Strategies
This process is presented to educators in an effort to increase awareness and competencies when working with students displaying challenging behaviours.
1. seeking understanding of problem behaviours and clearly describing them;
2. identifying when and where problem behaviours occur and/or do not occur;
3. considering priorities to address problem behaviours;
4. determining function of behaviours and replacing problem behaviours with desired behaviours;
5. identifying positive and negative consequences that maintain problem behaviour and desired behaviours;
6. selecting appropriate data collecting techniques;
7. selecting strategies to match the function of behaviour and lead to more effective teaching;
8. monitoring and evaluating behaviour change regularly.
For further information on BOATS assessment practices, please select the button provided.
Case Study
Baseline:
Henry, age 10, has difficulties reading and spelling words in his grade 5 class. He is also having difficulties recalling directions and procedures that are done regularly in class, and events of forgetfulness result in Henry's behaviour drastically changing. He demonstrates his frustrations by slapping his forehead numerous times a day, depending on how the day has gone. Currently, Henry has been slapping his forehead approximately 30 times a day, which negatively impacts his learning as well as other students learning within the classroom.
Intervention:
By implementing visuals within the classroom, such as routine posters (located under classroom resource tab), Henry can easily access the daily procedures when he is experiencing a forgetful moment. Utilizing an engaging book in which Henry is interested in plus having more pictures and less text will make the process of reading less overwhelming. Also, choosing a book that is developmentally appropriate for Henry so we can improve his reading abilities without discouraging him through a challenging novel. Teacher assistances and parents will periodically work with Henry on his spelling through visual puzzles where letters will be cut out on paper, and will provide Henry a hands on experience and different approach to spelling challenging words.
Gradually implementing these practices over a 3 month period will hopefully reduce Henry's act of frustration (hitting forehead) to 8-10 occurrences a day.
Baseline:
Henry, age 10, has difficulties reading and spelling words in his grade 5 class. He is also having difficulties recalling directions and procedures that are done regularly in class, and events of forgetfulness result in Henry's behaviour drastically changing. He demonstrates his frustrations by slapping his forehead numerous times a day, depending on how the day has gone. Currently, Henry has been slapping his forehead approximately 30 times a day, which negatively impacts his learning as well as other students learning within the classroom.
Intervention:
By implementing visuals within the classroom, such as routine posters (located under classroom resource tab), Henry can easily access the daily procedures when he is experiencing a forgetful moment. Utilizing an engaging book in which Henry is interested in plus having more pictures and less text will make the process of reading less overwhelming. Also, choosing a book that is developmentally appropriate for Henry so we can improve his reading abilities without discouraging him through a challenging novel. Teacher assistances and parents will periodically work with Henry on his spelling through visual puzzles where letters will be cut out on paper, and will provide Henry a hands on experience and different approach to spelling challenging words.
Gradually implementing these practices over a 3 month period will hopefully reduce Henry's act of frustration (hitting forehead) to 8-10 occurrences a day.
References
Alberta Learning. (2004). Teaching students with fetal alcohol spectrum disorder: Building strengths, creating hope. Retrieved from https://education.alberta.ca/media/377037/fasd.pdf
Differences quotes. (2015). Retrieved from http://www.brainyquote.com/quotes/keywords/differences.html
Free vector about cute cartoon ship [cartoon illustration of boat]. (2015). Retrieved from http://www.1000vectors.com/free-vectors/vector-background/free-vector-about-cute-cartoon-ship.htm
Special Education Council of the Alberta Teachers Association. (2007). BOATS behaviour observation assessment teaching strategies. Retrieved from http://www.specialeducation.ab.ca/resources-page
Alberta Learning. (2004). Teaching students with fetal alcohol spectrum disorder: Building strengths, creating hope. Retrieved from https://education.alberta.ca/media/377037/fasd.pdf
Differences quotes. (2015). Retrieved from http://www.brainyquote.com/quotes/keywords/differences.html
Free vector about cute cartoon ship [cartoon illustration of boat]. (2015). Retrieved from http://www.1000vectors.com/free-vectors/vector-background/free-vector-about-cute-cartoon-ship.htm
Special Education Council of the Alberta Teachers Association. (2007). BOATS behaviour observation assessment teaching strategies. Retrieved from http://www.specialeducation.ab.ca/resources-page