school solutions: strategies for success in the classroom

(C) Children's Research Triangle, 2007

School Solutions: Strategies for Success in

the Classroom

Gregory Bailey, Ph.D.Christine Schmidt, Psy.D.


Overview

Discuss the common difficulties substance exposed children exhibit in the classroom

Introduce the “External Brain” Present practical strategies for managing

these difficulties


The Effects of Alcohol on the Developing Brain

Alcohol can damage:– Pre-frontal cortex

– Cognition, Executive Functioning– Hippocampus

– Memory– Corpus Callosum

– Integrating Information, ADHD– Limbic System

– Emotions– Basal Ganglia

– Motor Coordination


Primary Difficulties of Prenatally Exposed Children

Cognitive Development Executive Functioning Self-Regulation Behavior Sensory Processing Problems Communication Development Motor Skills


The Impact of PSE on Cognitive Development

Information Processing

Memory Abstract

Reasoning Concept Formation Visuospatial

Processing

Cause-Effect Thinking Organizational Capacity Social Information

Processing Patterning Inconsistent Knowledge

Base


Executive Dysfunction Attention & concentration Distractibility Organization Forethought, planning, problem-solving Cause & effect thinking Working memory Abstract reasoning (Concrete thinking) Transitions


Problems with Abstract Reasoning

Substance exposed children are very concrete

Lack an understanding of concepts like time, money, honesty, ownership

May lead to learning problems (math, reading)


Self-Regulation

The capacity to modulate mood, self-calm, delay

gratification, and tolerate transitions in activity


Behavioral Dysregulation

Poor attention to tasks Distractibility Impulsive behavior Hyperactivity Aggression


Social Dysregulation

Emotional/behavior/thought dysregulation create problems in: Noticing & interpreting verbal & non-

verbal social “cues” Learning social conventions &

implementing them appropriately Understanding consequences of

behavior


Sensory Processing Deficits in processing and modulating incoming

sensory information FAS/FASD students are more or less sensitive to

stimuli Lower threshold = Easily overwhelmed Higher threshold = Under-responsive

Treated through Occupational Therapy with a Sensory Integration focus

Classroom accommodations available to facilitate attention and on task behavior within the classroom


Impact of Sensory Processing Problems

May result in considerable agitation and discomfort (both physical & emotional)

May increase distractibility and irritability Disruptions often lead to impairments in

social, emotional and cognitive functioning


The Teacher’s Toolbox

The External Brain Prevention vs.

Intervention

Strategies for Classroom Management


Changing the Environment

Much easier to change the current circumstances than to change the student’s characteristics

Evidence indicates that the classroom environment can contribute considerably to behavior and learning problems


Introducing the External Brain

Compensate for brain damage by acting as an “External Brain”

http://www.ai.mit.edu/people/miller/SFN99-8.jpg


The External Brain

Change the environment, not the child! Consistent across all contexts Plan, structure, organize, predict Respect the child and her capabilities Help develop self-regulation Willful behavior vs. neurological deficits Multi-Sensory Learning


Prevention Vs. Intervention Identify triggers and causes of over-

stimulation Look for cues that the child is feeling

overwhelmed Model calm, organized behavior Use intervention when child is calm and in

control Defer discussions of misbehavior until the

student is calm


Practical Strategies for the Classroom


The Classroom Environment Plain walls Avoid mobiles/hanging items Soft lighting (no fluorescents!) Cover lower part of windows Limit number of students in a specific area Limit wide open spaces by providing visual

or physical boundaries (furniture) Label classroom areas with pictures & words


Desk and Work Areas

Keep work areas clean, except for the materials being used

Use preferential seating, middle of first or second row, facilitating teacher eye contact

Place positive peer models around student


Desk and Work Areas Help student organize personal space

(baskets) Place student across from teacher in circle

Eye contact to engage visual and auditory channels

Tape picture goal/rule to desks (for all students)

Don’t unexpectedly change the environment


Rah-Rah Regulation!

Avoid power struggles, provide choices Provide a quiet, safe place in home/school

Equip with beanbags, soft pillows, soothing music, squeeze toys, chewy toys/foods


Rah-Rah Regulation! Emphasize cause and effect thinking:

Avoid punitive consequences Emphasize natural consequences Reframe (i.e., time out = cool down) Administer consequences in small doses Discuss the behavior and problem solve!


Nothing More Than Feelings Frequently label your own emotional state Identify feeling states in your child – be the

external brain! Gradually encourage children to label their

own emotions – praise them for using their words in lieu of behaviorally acting out or internalizing

Use visual metaphor for “just right” behavior i.e., speedometer, stop light, thermometer


Transitions

Allow child to feel a sense of completion prior to transitioning to next task

Adapt work to minimize frustration and anxiety Break work into small amounts Shorten time of work Decrease the feeling, “I’ll never finish all of

this!”


Transitions

Provide warning and preparation for transition times

Assist child to devise organizational strategies for transition

Create a picture of time Hourglass, paper chain link, pictorial

schedule


Creating a Picture of Time


Visual/Pictorial Schedule


Organization Keep tasks simple and short When school or an activity starts, review

activities/goals Provide explicit, concrete, brief instructions Avoid abstract directives or expressions Encourage parents to organize clothing and school

supplies the night before Emphasize thinking skills

How did you figure that out? Model the process by thinking out loud


Attention = Retention

Ensure child is listening prior to direction Eye contact, touch, say child’s name

Multi-sensory teaching Use movement, visuals, songs

Break instructions into small pieces Remember that for students with FAS,

knowledge is inconsistent and variable =don’t assume prior knowledge!

Have child repeat back instructions in their own words


Attention = Retention

Provide lesson/story outlines at beginning of the lesson or activity

Discuss what to listen for, prior to reading a story

Encourage child to compare, describe, pay attention to details (i.e., after I finish reading the story, I’ll ask you to tell me everything you can about the boat)

Ask questions that cue memory Use multi-sensory learning (i.e., close your

eyes and picture the scene in your mind)


Memory Aides

Pictorial cues of classroom/home routines, paired with words

Educational toys, computers, books Reinforce immediate memory – ask

questions Refocus attention after a disruption Cues and prompts (i.e., multiple choice) Happy moods = greater retention


Multi Sensory Learning

Provide opportunities for multi sensory learning Songs Pictured Lists 1 step instructions Charts of daily routines

Incorporate learning into daily life Rely on routines and rituals for comfort,

memory consolidation, and predictability


Sensory Strategies for Self-Regulation

Allow controlled opportunities for sensory input Fidget toys, water bottles (with straws),

sugar free gum Use visual metaphor for “just right” behavior Provide frequent breaks with motor movement Provide a quiet, safe place for times of

dysregulation Equip with beanbags, soft lighting, soft

pillows, squeeze/fidget toys, chewy toys


The Hyperactive Child Limit the type and number of new situations Recognize the signs of meltdown and avert Build relaxation time into the routine Avoid long periods of desk work Do not withhold recess, gym, or recreation

times Build in frequent breaks with motor activity Avoid or plan for over-stimulating breaks in

routine


Intercede Impulsivity

Recognize Executive Dysfunction Teach “Habits” Use concrete examples to signify the

student’s turn Use a signal to indicate when to start (bell) Give complete directions before handing out

materials Always remind child to self-check work


Social Relationships

TEACH relationship skills Social manners, how to make friends, greetings

and goodbyes, social boundaries Use interactive methods, i.e., role plays, books,

puppets Structured and short play dates

Pair child with a positive peer role model Convene small “lunch bunch” with school counselor

to teach social skills


Interventions

Be firm, not punitive Consistently adhere to rules Wait until the child is calm and deescalated Avoid debates, just state the rule Positive/negative reinforcement works for

some children with PSE, but not all Use “cool down” space, not “time out” Learn what the child values


The best

discipline is

prevention


Self-Esteem

“All of our brains work differently” Model this concept with actions and words De-stigmatize areas of deficit Emphasize areas of strength


Self-Esteem

Frequent praise for positive behaviors Praise effort, not results Catch the child being good


Written Assignments

Keep work sheets simple and uncluttered Avoid timed tests Closely monitor independent work times Avoid “why” questions Use “how,” “who,” “what,” and “where” Avoid essay tests, or provide 1:1 support

during tests Underline important directions – 1 instruction

at a time!


School and Home

Small increments of independent work Frequent rewards and praise for even small

approximations to success Underline key words Create brief lessons Keep written and verbal info simple Ask child to repeat instructions to ensure

understanding Repeated practice and exposure to learning


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school solutions: strategies for success in the classroom

Documents

sensory processingdeficits

learning problems math

classroom environment

primary difficulties

impact of pse

overwhelmedhigher threshold

task behavior

stimulilower threshold