Curriculum for Addiction Professionals > Competency 3: Treatment Strategies for Working with Clients with an FASD > 5c. Ways To Modify Facility Treatment Plans and Staff Expectations
Competency 3: Treatment Strategies for Working with Clients with an FASD
Ways To Modify Facility Treatment Plans and Staff Expectations
Traditional treatment plans tend not to work with adults with an FASD, because their
cognitive and social deficits make it difficult for them to process information
or participate in groups. Some experts in the field recommend specific modifications.2,4 Programs that work with various groups
of adults with an FASD have found that mentoring, with the one-to-one relationship
and the development of a personal bond with a trained individual who has knowledge
and experience working with those who have an FASD, can be very effective. This
relationship helps the person by:
- Allowing for the development of concrete and consistent rules that will guide behaviors
in specific situations
- Allowing for the development of personal scenarios for the adult to work out responses
and practice through role play
One helpful concept is KISS—Keep It Super Simple. One or two goals written
simply is a more understandable and effective plan. Focusing on short-term goals
also helps, because persons with an FASD have a hard time with abstract concepts
such as the future. It also helps to engage the person from the beginning to develop
her own strategies. Clients are the experts on their lives. They often know their
strengths and interests and can usually identify problems.
Group participation may be difficult for persons with an FASD. They can become overwhelmed
by sensory input from large groups, small spaces causing crowding and touching of
others, noise, and visual distractions. In addition, they may not be able to process
everything in the discussion and can get lost. Printed material may be helpful but
should be written at about a grade 4 level with clear nondistracting page layout.
The cognitive dysfunction seen in FASD also makes group participation difficult.
The counselor can assist persons with an FASD, or suspected of having an FASD, by
making some accommodations:
- Explain group expectations concretely and repeat these ideas often.
- If a person monopolizes conversation or interrupts, use a talking stick as a concrete
visual reminder of who should be speaking. Hand the stick to the person whose turn
it is to speak and pass the stick to others as appropriate.
- Give the person time to work through material concretely within the group time so
he or she may ask questions or you may check understanding of material. He or she
may need extra time to process information.
- Listen for key themes to emerge slowly through the person’s talk and behaviors.