WTS3and5page1of26

StrategiesthatEnhanceLearningandSocialSuccessforStudentswithFetalAlcoholSpectrum
DisordersinSchools
LeahD.Aubert
SaintMarysUniversityofMinnesota
SchoolsofGraduateandProfessionalPrograms
PortfolioEntryforWisconsinTeacherStandardsThreeandFive
EDUW694ClassroomEnvironment
Instructor:CatherineAnderson
July20,2015

WTS3and5page2of26

SelectedWisconsinTeacherStandardDescriptors

WisconsinTeacherStandard(WTS)#3:Teachersunderstandthatchildrenlearn
differently.
Theteacherunderstandshowstudentsdifferintheirapproachestolearningandthe
barriersthatimpedelearningandcanadaptinstructiontomeetthediverseneedsofpupils,
includingthosewithdisabilitiesandexceptionalities.
Knowledge.
Theteacherunderstandsandcanprovideadaptationsforareasofexceptionality
inlearning,includinglearningdisabilities,visualandperceptualdifficulties,andspecialphysical
ormentalchallenges.
Dispositions.
Theteacherbelievesthatallchildrencanlearnathighlevelsandpersistsin
helpingallchildrenachievesuccess.
Performances.
Theteachermakesappropriateprovisions(intermsoftimeandcircumstances
forwork,tasksassigned,communicationandresponsemodes)forindividualstudentswhohave
particularlearningdifferencesorneeds.

WTS3and5page3of26

SelectedWisconsinTeacherStandardDescriptors
WisconsinTeacherStandard#5:Teachersknowhowtomanageaclassroom.
Theteacher
usesanunderstandingofindividualandgroupmotivationandbehaviortocreatealearning
environmentthatencouragespositivesocialinteraction,activeengagementinlearning,and
selfmotivation.
Knowledge.
Theteacherunderstandshowsocialgroupsfunctionandinfluencepeople,and
howpeopleinfluencegroups.
Dispositions.
Theteachertakesresponsibilityforestablishingapositiveclimateinthe
classroomandparticipatesinmaintainingsuchaclimateintheschoolasawhole.
Performances.
Theteacherengagesstudentsinindividualandcooperativelearningactivities
thathelpthemdevelopthemotivationtoachieve,by,forexample,relatinglessonstostudents
personalinterests,allowingstudentstohavechoicesintheirlearning,andleadingstudentstoask
questionsandpursueproblemsthataremeaningfultothem.

WTS3and5page4of26

DanielsonsFrameworkforTeaching

Domains2:TheClassroomEnvironment

Component2a:CreatinganEnvironmentofRespectandRapport

Element:Teacherinteractionwithstudents

WTS3and5page5of26

PreAssessment
SelfReflectionAssessmentofClassroomEnvironmentRelatedtoWTS3and5
CurrentlyIamteachingintheSchoolDistrictofLaCrosseasaspecificlearning
disabilitiesteacher.TheSchoolDistrictofLaCrosseisanurbandistrictcomprisedoffifteen
schoolstenelementaryschools,threemiddleschools,twohighschools,andninechoicecharter
schools.CouleeMontessoriPK8,SchoolofTechnology/ArtsK5,NorthWoodsInternational
K5,SummitEnvironmentalSchoolK5,SchoolofTechnology/ArtsIIgrades68,LDIgrades
68andtheLaCrossroadsHighSchoolgrades912provideachoiceofeducationaloptionsand
learningstyles.Thedistrictoffersacomprehensiveeducationalprogram,whichincludesawide
varietyofspecialandregulareducationoptionsatalllevels.Districtdata(Fall2010)currently
reflectsethnicity20.7%minority,a41.45%freeandreducedlunchcategory,and15.5%special
education.A96.6%attendancerateisareflectiononthegraduatingclassof588studentsforthe
20102011schoolyear.
IhavetaughtinLaCrosseforthreeyearsatSouthernBluffsElementary.PreviouslyI
taughtmiddleschoolinArizonaandwasasubstituteteacher.AltogetherIhavetaughtfor
approximatelynineyears.CurrentlyIhave17students,gradestwothroughfivethatrequire
academicsupport.OnestudenthasAutism,onestudentisorthopedicallyimpaired,fivestudents
receiveacademicsupportunderotherhealthimpairment(OHI),andtenofthemhaveaspecific
learningdisability(SLD).MyOHIstudentsqualifyunderattentionaldisordersandfetalalcohol
spectrumdisorder.EightoutofmytenSLDstudentshaveattentionalissuesaswell.Elevenof
mystudentshaveasignificantdelayintheirexecutivefunctioningskillsandasaresultaremajor
behaviorconcerns.Onaverage,Iseemystudentsbetween30and45minutesadayinsomesort

WTS3and5page6of26

ofsmallgrouporoneononesetting.Iattempttosupportandintegratemystudentsasmuchas
theregulareducationteacherwillletme.Manyofmystudentsrequireextrahelpintheregular
educationclassroomandsomeregularclassroomteachersdonotwantsomeoneelseintheir
classroomandbelieveIshouldonlybepullingmystudents.Myscheduleconstantlychangesit
dependsupontheneedsofmystudentsatthatmomentandwhattheyneedtobesuccessfulinthe
regulareducationclassroom.
Asofthe2012/2013schoolyear,SouthernBluffshasanethnicityrangeof86.7%
White/Caucasian,4.5%Asian,2.9%Hispanic,1.1%Black,and4.8%other.34.7%ofthe
studentsareeconomicallydisadvantaged.53.8%ofthestudentbodyismaleand46.2%is
female.Over95.8%ofthestudentsareEnglishproficientwith0.3%beingLEPSpanish,2.4%
LEPHmong,and1.6%LEPother.
OnCharlotteDanielsonsFrameworkforTeaching:Domain2,Ibelievemystrengthsare
creatinganenvironmentofrespectandrapport,establishingacultureforlearning,andmanaging
studentbehavior.Tohelpstudentsbesuccessfulintheclassroom,ateachersjobistocreatea
positiveclassroomenvironmentforeverystudent.First,ateachermustcreateapositive
relationshipwithhis/herstudents.Thismeansgettingtoknowastudentsinterests,strengths,
weaknesses,learningstyles,andothermajorfactorsthatimpacttheirlearning,suchasa
socioeconomicstatus,disability,gender,etc.Withguidance,thestudentsalsoneedtocreatea
cultureofrespectandrapportwitheachother.Withoutthatcultureofcommunity,astudentmay
notwanttolearnorfeelunsafe.Ispendalotoftimeonrelationshipsandexpectations.Ifyou
havepositiverelationships,rapport,andacultureforlearning,thenyouwillhavelittletono
disciplineproblems.IfIhaddisciplineproblems,Iwouldspendmoretimeontherelationship

WTS3and5page7of26

andcreatemoreofarapportwithmystudent.Theresulthasbeentwofold.One,Iknowwhya
studentmaybeactingout.Secondly,Iseemuchlessactingoutbythestudentbecausehe/she
feelssafe.
Ateachersjobistoplaytothestudentsstrengths,whilehelpingthemlearnandenjoy
successintheirweaknesses.Thekeytocreatingapositiveclassroomenvironmentiscreating
excitementandimportancearoundlearning.Ihavealwaysbelievedthatstudentsaremuchlike
puzzlepiecestheyarealldifferentandfitintotheworlddifferently.Asaresult,theylearnand
demonstratetheirlearningindifferentways.Itisourjobsasteacherstodowhatwecantohelp
studentslearnandbesuccessful.Therefore,wemustadjustandkeepourstudentslearning
relevanttoensurethatsuccess.Asaspecialeducationteacher,Ihavetointeractandknowwhat
worksforthestudenttoensuresuccessintheclassroom.
WhileIbelieveIamfairlystrongitcreatinganenvironmentofrespectandrapport
overall,IbelievethatthereisoneaspectofthatIcancontinuetoimproveupon.Ihavegottento
knowmystudentsandtheirneedsextremelywell.However,IwishthatIhadmoreknowledge
aboutsomeoftheirdisabilities.Icanusethatknowledgetoimprovemyinteractionwithmy
studentsandtheirinteractionswitheachother.Thatknowledgeisalsoessentialtomeasa
teachertohelpstudentsbeanoverallsuccessinschool.
ManagingclassroomproceduresisoneofmychallengesonCharlotteDanielsons
FrameworkforTeaching:Domain2.SpecificallyIstrugglewithtransitions,materialsand
supplies,andsupervisionofparaprofessionals.IdonotalwayshavethematerialsIneedout,
organized,andreadyfortheday.OftenIhavemeetingsbeforeandafterschoolanddonothave
timetopreparematerials.Mystudentsshouldnotbewaitingformetopullmaterialsout.Ialso

WTS3and5page8of26

haveyettomasterteachingfivestudentslearningatfourdifferentlevels.Ihavesomany
studentsandneedsandonlysomuchtimeintheday.Iattempttomanagemyschedule
differently,butoftenhavetooverlapschedulesandstudentstomeeteveryonesneeds.Also,I
havehadaparaprofessionalthatdidnotgetalongwithotherstaff.Itwasverystressfulforme.I
shouldhavefocusedonthestudentslearning,notwhetherpeoplesfeelingswerehurt.
Thephysicalenvironmentisalsoimportantforapositiveclassroomenvironment.Asa
teacheryouwanttoprovidespacesformultiplelearningstylesandinterestsinsidethe
classroom.Ihaveseparateseatingareasandoptionshowever,myroomisquitesmalland
withoutcupboards.Seatingvariationsandstorageformyteachermaterialsislimited.Ialways
feelasifmyroomisamess,butIdomybesttokeepmymaterialsawayfromthelearning
spaces.Studentworkisalwaysposted.Ialsoprovidevariousseatingoptionsformystudentsas
wellwhenweareworking.Seatingoptionsincludetwotypesofwiggleseats,beanbags,whistle
chairs,stools,andetc.
Duetomyroomsize,technologyislimited.However,myprogramisassignedfive
studentiPadsinadditiontomyteacherprovidedlaptopandiPad.Also,IthinkIcoulddobetter
withorganizingmyphysicalspace.IneedtofindstorageformaterialsIamnotusing.Ihave
thoughtaboutgettingridofthebiggertablesthatendupbecomingacatchallwithmaterial
storedontop.Ineedtomakethephysicalenvironmentflowbetterandwithlessclutter.A
teachersjobistocontinuallylearnfromwhathe/sheisdoinganddoeverythinghe/shecanto
ensurestudentsuccess.
EssentialQuestiontoGuideLearningProcessandGrowth

WTS3and5page9of26

AfterreflectingandcompletingmyselfassessmentIchosetofocusononegroupof
studentsthatIsupportacademically.IexaminedmycaseloadanddecidedthatthestudentsI
knewtheleastaboutweremystudentswithfetalalcoholspectrumdisorders(FASD).Learning
aboutmyFASDstudentwillimprovemyknowledgeandinteractionswiththem,thusIcangive
themthetoolstheyneedtobemoresuccessfulinschool.First,IreviewedtheinformationthatI
learnedpreviouslyfromspeakersandthegeneralknowledgeIhadaboutstudentswithFASD.I
decidedthatmygoalwastolearnmorestrategiestoprovideacademicandsocialsupporttomy
studentswithFASD.Mylearninggoal,statedasanessentialquestiontoguideresearch,
focusesonideasfromWTS3and5:Whatclassroomenvironmentstrategiescanbeusedto
enhancethelearningandsocialsuccessforstudentswithFASDs?
SynthesisofResearch
FASDsaredefinedasanumbrellatermdescribingtherangeofeffectsthatcanoccurin
anindividualwhosemotherdrankalcoholduringpregnancy(Caley,Kramer,andRobinson,
2005,p.139).Alcoholhasateratogeniceffectonthebrain,andeachchildinsidetheuterusis
affecteddifferently.FASDisnotaclinicaldiagnosis(Caleyetal.,2005).Currentlythe
diagnosesunderFASDincludefetalalcoholsyndrome(FAS),partialfetalalcoholsyndrome
(pFAS),alcoholrelatedneurodevelopmentaldisorder(ARND),andalcoholrelatedbirthdefects
(ARBD)(Bertrand,2009).FASisconsideredthemostsevereoftheFASDdiagnosisandis
comprisedoffacialdysmorphia(featuresthatincludethenarrowingoftheeyes,smootharea
betweenthelipsandthenose,andthinlips),impairedphysicalgrowth,andcentralnervous
system(CNS)abnormalities.PFASdoesnotincludeimpairedgrowthandmayhavemost,but
notallofthetypicalfacialfeatures.ARNDincludesnoobservablefacialfeatures,CNS

WTS3and5page10of26

abnormalities,intellectualdisabilities,problemswithbehaviorandlearning,difficultieswith
math,memory,attention,judgmentandpoorimpulsecontrol.ARBDisoftennotseenalone,but
isseenasasecondarydiagnosis.Itconsistsofheart,kidney,and/orboneproblems,difficulty
seeingand/orhearing,andreducedimmunefunction.Recentlyadiagnosisofneurobehavioral
disorderassociatedwithprenatalalcoholexposure(NDPAE)hasbeenaddedtothelist.Thisis
purelyapsychiatricdiagnosis,andincludesCNSabnormalitiesintheareasofcognition,
selfregulation,andadaptivefunctioning.Green(2007)emphasizedthatFASDscognitiveand
behavioraleffectscananddodevelopseparatelyfromthephysicalfacialcharacteristics.
Overall,childrenandadultswithFASDsfacealifelongchallengeofnegativeeffectsof
thebrainandCNSdamage.Asaresult,childrenwithFASDcanhaveawiderangeofphysical,
cognitive,social,mental,andbehavioraleffects(Caleyetal.,2005).FASDspresentsineach
persondifferently.Carpenter(2011)saysthatAnumberoffactors,suchasthepatternand
timingofalcoholconsumption,thestageoffoetaldevelopment,andsocialbehaviouralfactors,
suchaspovertyandsmoking,mayexacerbatetheimpactofalcohol(p.37).
Inadditiontothefacialfeatures,otherphysicaleffectscanincludemalformations,
deficitsinmotorsskillsandsomechildrenevenpresentwithseizures.Thecognitiveimpactcan
alsobeverydamagingtoachild.Theycanhavealearningdisability,mentalretardation,
memorydeficits,informationprocessingdisorders,alackofexecutivefunctioningskills,can
inconsistentlyperforminabstractandgeneralizingtasks(theystruggletorelateandbuildupon
previousknowledge),andtheyoftenlackcognitiveflexibility.Executivefunctioningis
importantforastudentintheclassroom.Astudentneedstheseskillsforpayingattention,

WTS3and5page11of26

selfregulation,selfmonitoring,howtobeginanassignment,homeworkcompletion,
organization,andmuchmore.
Lackingcognitiveflexibilitymeansthatthestudentstruggleswithgeneralizingrulesand
socialinteractions.Duquette,Stodel,Fullarton,&Hagglund(2006)saidthatAlthough
individualswithFASDsharemanyofthecharacteristicsshownbythosewithADHDand
learningdisabilities[LD],thedifferentiatingtraitsareaninabilitytogeneralizefromone
situationtoanotherbeingoverwhelmedinstimulatingenvironmentsdifficultiespredicting
outcomesandlearningfromconsequencesproblemswithmathematics,time,andmoneyandan
inabilitytoretaininformation(p.29).Overall,themainproblemschildrenwithaFASDface
aresocialandbehavioral(Caleyetal.,2005).Severalsourcescitedstudiesthatfoundchildren
withFASDweremisdiagnosedbecauseofthefocusonthechildsbehavior.Oftenthosewitha
FASDhavesecondarydiagnosisofdebilitatingemotionaland/orbehavioraldisorder,including
attentiondeficithyperactivitydisorder(ADHD),depression,anxietydisorder,oppositional
defiantdisorder,conductdisorder,andbipolardisorder.StudentswithFASDcanalsoface
difficultieswithpragmaticlanguage,socialcommunication(nonverbalcues),overalllanguage
usage,socialcuesbeingmisread,socialisolation,difficultieswithmultistepdirections,
aggression,sexualbehaviors,alackofinhibition,impulsivity,poorjudgement,anddifficulty
learningfromconsequences.Asaresult,peoplewithFASDusuallyhavelowselfesteem.Given
allpotentialeffectsandstrugglesthatstudentswithaFASDfaces,teachersneedtoensurethat
theyareadaptingtogivethesestudentssuccessinsidetheclassroom.
Overwhelminglythesourcesindicatedthatanearlydiagnosiswithinterventionand
supportisthekeytosuccessforchildrenwithFASD.Bertrand(2009)foundthatchildren

WTS3and5page12of26

withanFASDdemonstrateagoodcapacitytolearnnewskillsyet,becauseofunderlying
neurologicalimpairment,mustdosothroughexplicitinstructionratherthanthroughobservation
andaprocessofabstractingrules,skills,andknowledgefromongoingsituationsasdochildren
whoaredevelopingtypically(p.1003).Therefore,wemustexplicitlyteachthesechildrenhow
tobehaveandgivethemthetoolstofunctioninsideoftheclassroom.Duquetteetal.(2006)
talkedtostudentsandadultswithFASDandreceivedspecificideasforteacherstosupport
childrenintheclassroom.Theideasgivenbythestudentsweresimilartowhatothersources
indicatedwerehelpfultostudentlearning.
Duetothevaryingdegreesofthisdisabilityandthevaryingdegreesofnurturingneeded
forthesestudents,Bertrand(2009)statedthattheappropriateinterventionsusedshouldvary
witheachstudentandhis/hersituation.Firstateachermustbestudentcenteredandask
themselves,whatdoesthisstudentneedtobesuccessful?Whatareyourstudentsstrengthsand
weaknesses?Collaborationwithotherstaffmembersandfamilyisalsoessentialinknowing
whatthestudentneeds.Findwhatworksforeachstudentandcreateaninterventionplan.
Interventionplanscanincludeadaptive,ageappropriatelifeskillssuchasmoney,time,getting
dressed,takingthebus,etctopromoteindependence.
Next,createastructuredenvironmentwithrepetitionandconsistency.Childrenwith
FASDcanbeinconsistentandunpredictable.Providingpredictabilityofdailyroutinesandrules
isessential.FASDstudentsrespondtoconcreterulesthebest,especiallytheonesthatspecifya
desiredbehavior.Visualschedules,cues,andpromptsareextremelyhelpfultoFASDstudents.
Keepingthosevisualpromptsinproximitymakeitmuchmoremeaningfultothestudent.

WTS3and5page13of26

Also,ensurethattheclassroomenvironmentandcurriculumismodifiedtosupport
studentlearning.Theclassroomenvironmentshouldprovideforanyphysicalormotorneeds,
suchasapencilgrip.FASDstudentsshouldbeseatednearthefront.Reducevisualand
auditorystimuliandclutterwithastudycarrell,headphones,positionofthedeskawayfrom
distractionsandnearthestimulusthathelpswithattention.Haveclearlydesignatedareaswith
specificcolorsorsymbolstodefinethem.Keepthevisiblematerialsclearlyorganizedand
createasafeareaforstudenttohavebehaviorsortakeabreakin.
PeoplewithFASDstendtobeconcreteandveryblackandwhitethinkers.Greyareas
areextremelydifficultforthemtomaneuverin.Maketheabstractasconcreteaspossible.
Abstractconceptsliketimeandcause/effectaremuchmoredifficult.Timecanbesupported
throughvisualtimersandmultipleverbalandvisualwarningsbeforetransitions.Cause/effect
canbesupportedthroughconcreteexamplesofpickinguptoysandraisingyourhandbefore
talking.Whengivinginstruction,ateachershouldbebreakingconceptsandtaskstheinto
smallerchunks,talkingslowly,givingexplicitinstructionsoneatatime,andensurethattasks
aredemonstratedaswellasexplained.
TomakethecurriculumgearedtowardschildrenwithFASD,teachersshouldinclude
handsonandmultisensoryactivities,makethelessonenjoyable,useshorterlessonswithactive
involvement,allowformovementbreaksand/orfidgets,providevisualsandrealworldtools,and
userepetition.Onassignedwork,teachersshouldhighlightthemostimportantpartofthetask,
allowbreaks,modifytheworkfortime,providescribeorspeechtotextsoftware,and/ormodify
lengthtoreducefrustration.Accommodationsontestsarealsoimportantandcanincludea
scribe,quietplacetotakethetest,openbook,etc.Also,supportastudent'sneedinexecutive

WTS3and5page14of26

functioningandteachthemtheskillstheyneed,suchhashowtogetstarted,howtostay
organized,etc.
TeachingbehavioralandsocialskillsareessentialforchildrenwithFASDsinsidethe
classroom.Beginwithafunctionalbehaviorassessment(FBA)tounderstandthefunctioningor
communicationneedfromthebehavior.Fromthere,createapositivebehaviorsupportplanto
teachappropriatebehaviors.Trainingcanincludesocialskills,emotionidentification,
selfregulation,copingskills,and/orangermanagement.Roleplaying,modeling,visualcues,
coachingarevitaltothetrainingandskills.Providenumerousopportunitiesfortherehearsal
andpracticeofbehaviorsinallareasthatmaybeapplicablesuchasincludingtheclassroom,
playground,lunchroom,etc.
StudentswithaFASDrequiremuchmorerepetitioninallthings.Provideimmediate
feedbackforpositiveandnegativebehaviorsprovidealotofpositivefeedbackandpraiseto
reinforcedesiredbehaviors.Whengivingcontingencies,beexplicitifyoudothis,thenthis
willhappen.Superviseandsupportbehaviorsasmuchaspossible.Whengroupingstudents
insidetheclassroom,predeterminethecompositionofgroupstoavoidstudentsbeingleftout
(Duquetteetal.,2006,p.31).Also,knowwhosociallythestudentfunctionsbetterwithand
whoprovidesgoodmodeling.Duquetteetal.(2006)alsodiscussedteachingthestudentstotake
responsibilityfortheiractions.
Itisalsoimportantfortheteachertobepresentandbethereforthestudent.According
toDuquetteetal.(2006),teachersthatwerepatient,willingtoreexplainthingsoranswer
questions,providedinclassassistance,wereapproachable,awareofanxietyorfrustrationand
redirectwereimportanttothestudents.Studentsidentifiedteachersthatwereawareofa

WTS3and5page15of26

student'sneedsandknowledgeableaboutFASDasthebestteachers.Insummary,thebest
teacherswerecaringandstrivedtoestablishapositiveenvironmentinwhichthestudentswith
FASDwereincluded,notonlyphysicallybutacademicallyaswell(Duquetteetal.,2006,p.
31).ThereareamyriadofstrategiestousetosupportstudentswithFASD.Itisateachersjob
tofindtheonesthatworktosupportthatchildandensuresuccessintheclassroom.

ProfessionalImplicationsofResearch
MyessentialquestiontoguideresearchwasWhatclassroomenvironmentstrategiescan
beusedtoenhancethelearningandsocialsuccessforstudentswithFASDs?Throughmy
researchedIfoundamyriadofstrategiestotry.ManyofthestrategiesthatwerediscussedI
alreadydowithmanyofmystudents.Forexample,Iprovidetheaccommodationsofextended
time,separate/quietsetting,readthetesttothestudentwhenneeded,andoftenscribewhen
givingatesttothesestudents.
WhileIspendsometimeonsocialandbehavioralskills,duetomytimeconstraintsIdo
notspenddedicatedtimeonit.TheresearchemphasizedthatIneedtotakeacloserlookatmy
studentsandtheirneedsandseewhereIcanincreasetheirsocialandbehavioralskills.Another
skillthatstuckouttomewasmakingtheabstractasconcreteaspossibleformyFASDstudents.
IbelievethatIdothissomewhat,butIdonotthinkthatIincludeenoughrepetitionand
consistencyformystudents.Thesetwothingswillhelpmystudentsbemuchmoresuccessfulin
thelongrun.Theresearchalsogavemesomegreatideasinreducingthevisualandauditory
clutterintheclassroom.Iwanttomakemyclassroomlooklessclutteredasmuchaspossible.
Thisisdifficultduetomylackofclosedstorage,butIlookforwardtothechallenge.Thiswill

WTS3and5page16of26

alsoallowmetochallengemyselftokeepmydeskandworkareasascleanaspossible.Tome
thismeansrequiresmeabitmoreorganizationinmydailyactivitiesaroundmyclassroom.
ResearchbasedActionPlan
ActionPlanSummary
IwillimprovemyFASDstudentlearninginthreeways.First,IwillincreasethetimeI
spendonsocialandbehavioralneedsdaily.Secondly,Iwillspendmoretimeonmakingabstract
conceptsmoreconcreteandimplementthosestrategiesintomyteaching.Lastly,Idecreasemy
visualandauditoryclutterintheclassroomasmuchaspossible.
AnticipatedImplementation
ToincreasethetimeIspendonthesocialandbehavioralneedsofmyFASDstudents
dailyIwilldoacoupleofthings.FirstIwillcollaboratewithstaffandfamiliestohelp
determinewherethegreatestneedis.NextIwillcreatelessonplansaroundthoseneedsandadd
anadditional1520minutesoftimebasedonsocialandbehavioralneeds.Ifmystudentsneed
moretimethatthat,Iwillcoordinatewithotherspecialeducationteachersandtheguidance
counselor.
Formakingabstractconceptsmoreconcrete,Iwillidentifythoseinmylessonplans.I
willalsospendmoretimeplanningthoselessonsandimplementingthelessons.Iwillpractice,
adjust,change,reteachconceptsasneeded,butwillalsoincreasetheamountoftimespenton
andtherepetitionoftheselessons.Alsothelessonswillincludewaystogeneralizethe
informationintotheregulareducationclassroom.Iwilldocumenthowthestudentsdoduring
thelessons.Theselessonswillbebasedonstudentneedandindividualizededucationplan(IEP)
goals.

WTS3and5page17of26

Finally,todecreasemyvisualclutterwillbemuchmoreofachallengeforme.I
previouslyhavehadnostoragewithdoors.EverythingIhadwasonabookshelforincontainers
piledinacorner.Iwillmakeanefforttospendtwodaysaweekcleaningupanyclutterthatis
notneeded.IwilltakeextratimethisAugustandmakeaplanforhowmyclassroomwillbeset
up.Thiswillincludewherepapersandotherthingsgo.Iamalsogettingarollingcupboard
withadoor,whichwillhelpgreatly.Iwillmakethestudentareaofflimitsfrommypilesof
paperwork.
AnticipatedOutcomes
Myanticipatedoutcomeforsocialandbehaviorneedsistoseelesssocialconflictand
lessbehaviorissuesinsidestheregulareducationclassroomwithmyFASDstudents.Ialsoam
hopingtoseethembemuchmoresocialduringactivitiessuchaslunchandrecess.
Theanticipatedoutcomeformakingabstractsconceptsconcrete,istoseemystudents
applytheskillswelearntotheregulareducationclassroom.Ihopetoseethemretainthat
informationmuchmoreaswell.Lastly,Iamhopingthatthedeclutteringofmyauditoryand
visualspacewillhelpmystudentsbemuchmoresuccessfulinsidemyclassroomandthen
improvethetransferofthoseskillstotheregulareducationclassroom.AsaSLDteacher,Ineed
tohelpmystudentsbeassuccessfulaspossibleintheregulareducationsetting.
Postassessment:Reflection
WhatWillWorkandWhy
1.Declutteringmystudentspacewillbeessentialtothelearningofallofmystudents.They
cannotfocusandlearnifIhavematerialsintheirarea.Iwillspendmoretimeandthoughtin
howIorganizemyroom.ThatwillbemucheasierthisbecauseIammovingclassrooms

WTS3and5page18of26

anyways.Sighthasamajorimpactonastudent'sabilitytolearn.IfIorganizeandcolorcode
room,mystudentswillnothavespendtimethinkingwherethingsare.Theyalsowillbeless
distractedbymypilesofpaperworkthatsometimesendeduponanothertablebesidesmydesk.
2.Mystudentswillbecomemoresuccessfulwiththeadditionalpracticeofsocialand
behavioralskills.Wehavelearnedthebestwaytolearnproceduresispractice.Icanapplythat
knowledgetomystudentslearning,butjustknowthattheywillrequiremuchmorepractice
thanachildwhodoesnothaveaFASD.
WhatWillNotWorkandWhy
1.Iplaymusicinsideofmyclassroomonaconsistentbasis.ThroughtheresearchIsawthat
studentswithFASDlearnbetterwithlessauditorydistractions.Therefore,Iwillhavetobe
moreconsciousaboutwhichstudentsareinmyroomandwhatIamaskingthemtodo.Some
studentsmaybetoodistractedbythemusicandIhavenotnoticed.Ialsoknowthatmusicis
importantformakingthosebrainbasedconnectionswithlearning.Iwillhavetoexperiment
withmyFASDstudentsandseeiftheyfunctionwhenIplaymusic.
2.Abstractconceptsareoftenhardforregulareducationstudents.Ithinkmystudentsmay
continuetostrugglewithabstractconcepts.Theywillhaveahardtimegeneralizingthat
informationtootherthingsinsidetheregulareducationclassroomunlessIexplicitlyteachit.I
hopethatwithenoughreteachingandpracticethattheywilleventuallybecomemoresuccessful
withthoseconcepts.

MyNextSteps
1.ExpandmyprofileofmyFASDstudents.Collaboratewithfamilyandstafftoseewhere
theirbiggestneedsare.Sharemyfindingsandstrategieswithstaffmemberstosupportmy

WTS3and5page19of26

FASDstudentsinallenvironmentsinsidetheschool.Sharestrategieswithparentsanddiscuss
progressatconferencesandphonecallshome.
2.Implementmyactionplananddocumentresultsthroughanecdotalrecordsandquarterly
IEPreports.InAugust,focusoncreatingmyscheduleandaddingmoretimeforsocialand
behavioralneeds.Alsotakemoretimetoworkontheorganizationofmyclassroomandto
declutterit.

WTS3and5page20of26

ExamplesofArtifacts
Artifact#1:FASDBrochure
IwillusethisbrochuretogivebasicinformationaboutstudentswithFASDtotheteachersthat
havemystudents.IwantteacherstohaveabasicunderstandingofstudentswithFASDatthe
beginningoftheyear.TheycanusethisasaquickreferencebeforeIgivethemtheprofileon
theirstudent.

WTS3and5page21of26

WTS3and5page22of26

Artifact#2:IEPSummarySheet
Thisisanexampleasummarysheetthatgivetomyteacherseveryyear.Igivethemthisin
placeoftheentireIEP,sotheyhaveaquickcheatsheettoseethattheirstudentneeds.Iadapted
thisparticularsummarysheetwithsomebasicthingsIlearnedaboutFASDstudents.Iadded
behaviorplanandsimpleacademicreminders.Thiswillchangeatthebeginningoftheyear
afterIcollaboratewithfamiliesandteacherstodeterminetheimmediatesocialandbehavioral
needsofthestudent.

WTS3and5page23of26

Artifact#3:LessonPlanSheets
ThisisanexampleofthelessonplanformatIuseeveryyear.Ihaveadaptedtheformatwithmy
actionplanstepsforthebeginningofnextschoolyear.Ihaveaddedaremindertocleanupmy
visualcluttertwiceaweek.IhavealsoaddedacolumnwhereIwritedownmyabstract
conceptsandhowIwillmakethemconcrete.Icanuseanyspaceleftoverortherightmarginto
writeanyobservationsorchangesIneedtomake.Mygoalistostartwithoneaweektofocus
on.Thenaswegetthroughseveralconcepts,Iwillmixseveraloftheminthroughouttheweek.

WTS3and5page24of26

WTS3and5page25of26

Resources
Bertrand,J.(2009).Interventionsforchildrenwithfetalalcoholspectrumdisorders(FASDs):

Overviewoffindingsforfiveinnovativeresearchprojects.
ResearchInDevelopmental
Disabilities:AMultidisciplinaryJournal
,30(5),9861006.
Blackburn,C.,&Whitehurst,T.(2010).Foetalalcoholspectrumdisorders(FASD):Raising

awarenessinearlyyearssettings.
BritishJournalOfSpecialEducation
,37(3),122129.
Caley,L.M.,Kramer,C.,&Robinson,L.K.(2005).Fetalalcoholspectrumdisorder.
Journal

OfSchoolNursing
,21(3),139146.
Carpenter,B.(2011).Pedagogicallybereft!Improvinglearningoutcomesforchildrenwith
foetalalcoholspectrumdisorders.
BritishJournalOfSpecialEducation
,38(1),3743.

doi:10.1111/j.14678578.2011.00495.x
Duquette,C.,Stodel,E.,Fullarton,S.,&Hagglund,K.(2006).Teachingstudentswith
developmentaldisabilities:Tipsfromteensandyoungadultswithfetalalcohol

spectrumdisorder.
TEACHINGExceptionalChildren
,39(2),2831.
Green,J.H.(2007).Fetalalcoholspectrumdisorders:Understandingtheeffectsofprenatal

alcoholexposureandsupportingstudents.
JournalOfSchoolHealth
,77(3),103108.
Miller,D.,&Herpel,M.A.(2006).Designingbehaviorinterventionplansforstudentswith

fetalalcoholsyndrome:Programmingconsiderationsandstrategies.
BeyondBehavior
,
15(2),1319.
Paley,B.,&O'Connor,M.J.(2009).Interventionforindividualswithfetalalcoholspectrum
disorders:Treatmentapproachesandcasemanagement.
DevelopmentalDisabilities
ResearchReviews
,15(3),258267.

WTS3and5page26of26

Ryan,S.M.(2006).InstructionalTips:SupportingtheEducationalNeedsofStudentsWithFetal
AlcoholSpectrumDisorders.
TeachingExceptionalChildrenPlus
,3(2),1.