© fascets, inc. ppc teleconference february 24, 2015 fetal alcohol / neurobehavioral conditions:...
TRANSCRIPT
© FASCETS, Inc.
PPC TeleconferenceFebruary 24, 2015
Fetal Alcohol / neurobehavioral conditions: FA/NBTrying Differently Rather than Harder
Understanding and application of a brain-based approach
Diane V. Malbin, MSW
© FASCETS, Inc.
Session 1: Thoughts, observations?
1. One important or new point?
2. One thing you learned about your child?
3. Observation logs1. One thing you’ve observed
2. One example of seeing things differently
4. Feelings
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Session 2
1. Feelings and emotions: They’re normal
2. Now what? Trying differently rather than harder
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EMOTIONS
Where do those strong feelings about behaviors come from?
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Values and values clashesPrimary characteristic
Values,
expectations
Interpretation /
Feelings
Intervention Secondary symptom
Accommodation: Build on strengths
© FASCETS, Inc.
Values and values clashesPrimary characteristic
Values,
expectations
Interpretation /
Feelings
Intervention Secondary symptom
Accommodation: Build on strengths
Dysmaturity Act your age
Being a baby,
Lazy, not trying
Frustrated
Punish Anxiety, anger
Think younger Adjust expectations
Confabulation
Honesty
Lying, manipulative,
“At me”
Fear, angry sad
Punish, ground Anger, denial
Recognize brain dysfunction, alter communication
Memory problems
Remember
“Should” know!!
Angry frustrated Remove privileges
Anger, frustration
Accept need to reteach, based on learning strengths
Slow processing pace
Value speed – think fast
Not trying, withholding ,
on purpose
Angry, frustrated
Speed up, yell, embarrass
Shut down, fear, avoidance, withdrawal
SLOW DOWN!
Use fewer words
Difficulty generalizing, gets the piece, not the picture
Know and apply concepts in different settings
Breaking the rules,
Should understand concepts in all settings
Angry, frustrated
Consequence Confusion, anxiety, frustration
anger
Show rather than tell, reteach in different settings
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Poor fit
FA/NB Characteristic
Visual learner………........
Processes slower……….
Needs external support..
Difficulty organizing…….
Concrete…………….........
Strategy / expectation
Verbal instruction
Fast paced
Work independently
Organize, prioritize
Abstract
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Good fit: Accommodations
FA/NB Characteristic
Visual learner………........
Processes slower……….
Needs external support..
Difficulty organizing…….
Concrete…………….........
Strategy
Provide visual cues
Allow adequate time
Provide supports
Provide structure
Teach experientially, build on strengths
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Fit and behaviors
• Poor fit = challenging secondary behaviors
• Good fit = prevent or reduce challenging behaviors
• Build on strengths: Round peg, round hole
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Application: Functional Neurobehavioral Assessment
A systematic approach to developing person-specific accommodations in all
settings and managing the complexity of FA/NB
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Application: Functional Neurobehavioral Assessment
Setting:____________________ Age: ___ Developmental age: ___
1
Task or Expectation
2
Brain has to
3
Primary symptoms FA/NB
4
Devel. Age
(estimate)
5
Secondary
behaviors
5
Strengths
6
Accommodations
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Application: Functional Neurobehavioral Assessment
Setting: ___School___________ Age: _6_ Developmental age: _3_
1
Task or Expectation
2
Brain has to
3
Primary symptoms FA/NB
4
Devel. Age
(estimate)
5
Secondary
behaviors
5
Strengths
6
Accommodations
Listen, learn
© FASCETS, Inc.
Application: Functional Neurobehavioral Assessment
Setting: ___School___________ Age: _6_ Developmental age: _3_
1
Task or Expectation
2
Brain has to
3
Primary symptoms FA/NB
4
Devel. Age
(estimate)
5
Secondary
behaviors
5
Strengths
6
Accommodations
Listen, learn Process fast
© FASCETS, Inc.
Application: Functional Neurobehavioral Assessment
Setting: ___School___________ Age: _6_ Developmental age: _3_
1
Task or Expectation
2
Brain has to
3
Primary symptoms FA/NB
4
Devel. Age
(estimate)
5
Secondary
behaviors
5
Strengths
6
Accommodations
Listen, learn Process fast
Slow processing pace
© FASCETS, Inc.
Application: Functional Neurobehavioral Assessment
Setting: ___School___________ Age: _6_ Developmental age: _3_
1
Task or Expectation
2
Brain has to
3
Primary symptoms FA/NB
4
Devel. Age
(estimate)
5
Secondary
behaviors
5
Strengths
6
Accommodations
Listen, learn Process fast
Slow processing pace
3
© FASCETS, Inc.
Application: Functional Neurobehavioral Assessment
Setting: ___School___________ Age: _6_ Developmental age: _3_
1
Task or Expectation
2
Brain has to
3
Primary symptoms FA/NB
4
Devel. Age
(estimate)
5
Secondary
behaviors
5
Strengths
6
Accommodations
Listen, learn Process fast
Slow processing pace
3 Frustration
© FASCETS, Inc.
Application: Functional Neurobehavioral Assessment
Setting: ___School___________ Age: _6_ Developmental age: _3_
1
Task or Expectation
2
Brain has to
3
Primary symptoms FA/NB
4
Devel. Age
(estimate)
5
Secondary
behaviors
5
Strengths
6
Accommodations
Listen, learn Process fast
Slow processing pace
3 Frustration Visual learner
© FASCETS, Inc.
Application: Functional Neurobehavioral Assessment
Setting: ___School___________ Age: _6_ Developmental age: _3_
1
Task or Expectation
2
Brain has to
3
Primary symptoms FA/NB
4
Devel. Age
(estimate)
5
Secondary
behaviors
5
Strengths
6
Accommodations
Listen, learn Process fast
Slow processing pace
3 Frustration Visual learner
Provide visual cues, use fewer words
© FASCETS, Inc.
Application: Functional Neurobehavioral Assessment
Setting: ___School___________ Age: _6_ Developmental age: _3_
1
Task or Expectation
2
Brain has to
3
Primary symptoms FA/NB
4
Devel. Age
(estimate)
5
Secondary
behaviors
5
Strengths
6
Accommodations
Listen, learn Process fast
Slow processing pace
3 Frustration Visual learner
Provide visual cues, use fewer words
Be age-appropriate
Develop “on time”
Dysmaturity 3 Isolation depression
Willing, relational
Adjust expectations: “stretch toddler”
© FASCETS, Inc.
Application: Functional Neurobehavioral Assessment
Setting: ___School___________ Age: _6_ Developmental age: _3_
1
Task or Expectation
2
Brain has to
3
Primary symptoms FA/NB
4
Devel. Age
(estimate)
5
Secondary
behaviors
5
Strengths
6
Accommodations
Listen, learn Process fast
Slow processing pace
3 Frustration Visual learner
Provide visual cues, use fewer words
Be age-appropriate
Develop “on time”
Dysmaturity 3 Isolation
Depression
Willing, relational
Adjust expectations,
“Stretch toddler”
Sit and learn, paper and pencil
Ability to abstract
Concrete, difficulty with abstraction
2 Anger, frustration,
avoidance
Learns by doing
Hands-on
Kinesthetic
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Application: Functional Neurobehavioral Assessment
Setting: __Mental Health__ Age: _32_ Developmental age: _15_
1
Task or Expectation
2
Brain has to
3
Primary symptoms FA/NB
4
Devel. Age
(estimate)
5
Secondary
behaviors
5
Strengths
6
Accommodations
Cognitive behavioral techniques
Abstract, analyze
Concrete, literal
14 May not finish assignments
Artistic, experiential
Art, drama, music, relationship, role modeling
Communicate Process language
Slow processing pace
12 Anger, frustration
Determinedcreative
Art, drama, music, poetry
Apply new knowledge
Store, retrieve and generalize
Memory problems, difficulty generalizing
16 Defensive Relational Teach in different settings, use mentor
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Brain = behaviors
Brain changes = behavioral changes
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General starter strategies
Stop fighting
Ask: What if?
Think younger
Give time
Recognize strengths
Breathe
Be kind to yourself
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Advocacy: Success
1. Trust yourself
2. Accept that you have to teach others
3. Don’t settle for “good enough.” Is it?
4. Never, never, never, never give up Churchill
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Review
1. FA/NB is a brain-based physical disability
2. Reframe behaviors: Neurobehavioral Screen -- primary, secondary and tertiary symptoms
3. Application: Observation. Fit and accommodations Functional neurobehavioral assessment
© FASCETS, Inc.
Diane V. Malbin, M.S.W.
FASCETS
PO Box 69242Portland, OR 97239
www.fascets.org