Curriculum for Addiction Professionals > Competency 3: Treatment Strategies for Working with Clients with an FASD > 6d. Ongoing Assessment for Comprehension of Information

Please Select One 1. Competency Description 2. Pretest 3. Learning Objectives 4. Introduction 5. Adults 5a. Assessment and Treatment Plan Development 5b. Chronological Age Compared to Developmental Age 5c. Ways To Modify Facility Treatment Plans and Staff Expectations 5d. Counseling Strategies 5e. Counseling Strategies: Boundaries 5f. Counseling Strategies: Strengths 5g. Counseling Strategies: History of Abuse 5h. Counseling Strategies: Loss and Grieving 5i. Counseling Strategies: Stigma 5j. Counseling Strategies: Self-Esteem and Personal Issues 5k. Counseling Strategies: Resistance, Denial, and Acceptance 5l. Motivational Coaching 5m. Education, Direction, and Support for Families 5n. Appropriate Birth Control and Referral for Pharmaceutical Assessment 5o. Ongoing Assessment for Comprehension of Information 5p. Transitional Planning and Case Management 6. Adolescents 6a. Treatment Plan Development 6b. Treatment Plan Development: Points to Consider 6c. Medical and Mental Health Assessments 6d. Ongoing Assessment for Comprehension of Information 6e. Educational Support (IDEA and FAPE) 6f. Transitional Planning and Case Management 7. Children 7a. Medical and Mental Health Assessments 7b. Educational Support 7c. Case Management 8. Issues Related to Professional Values and Ethics 9. Matching Activity 10. Posttest 11. References

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Competency 3: Treatment Strategies for Working with Clients with an FASD

Adolescents

Ongoing Assessment for Comprehension of Information

As with adults, it is important to check often to make sure the adolescent client understands what has been said. Ask the client to summarize what you have said. Review written material, such as rules, at each session. Repeat, repeat, repeat, even if the client says, “You’ve told me this a hundred times.”  The client with an FASD may be able to repeat information but that does not mean he or she understands it.

For adolescents, applying concepts can be difficult. Cognitive deficits, the frustration of having an FASD, and typical teen rebellion can make communication especially hard. Role playing different situations, providing opportunities to share and process feelings, and giving the client time to process information is important. It also may help to use alternative methods of expression, such as drawing, to assist the client in sharing her understanding.

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