Appendix 4: Adaptive Skills Checklist

The Physical Environment of the Classroom

• Organize classroom materials in closed boxes or in cabinets to avoid clutter. Use in/out baskets for work.
• Keep all the student’s work in one binder rather than in several separate notebooks and colour code the materials.
• Use photographs to show where things belong.
• Define and organize a space that belongs to the student. Have all the students sit on mats on the floor and use masking tape to define an individual area for each one (do not single out the student with FAS/E differently from the other students).
• Make a quiet working area like a carrel or an office.
• Arrange desks to minimize distractions, but do not only move the desk of the student with FAS/E.
• Avoid harsh lighting; utilize full spectrum lighting.
• Moderate heating and ventilation.
• Use soothing colours; remove distractions.

Planning the Day: Maximize Structure and Routine

• Have a consistent, predictable schedule of activities.
• Help the student to look at a schedule and look forward to what will be happening in the day. At the end of the day, look over the day’s activities and talk about what went on. Where there was a change in routine, talk about how the student coped.
• Whenever possible, prepare the student in advance for changes in routine (e.g., a field trip or a substitute teacher), such as letting the parents know so they can talk about it at home.
• Have consistent routines (sequences) for activities, such as getting ready for P.E.
• Have a few simple rules, starting with language which is very concrete. For example, “If you hit, you sit.” is more concrete than “respecting others,” which is very abstract.
• Have consistent and immediate consequences for breaking a rule.
• Plan for transitions between activities by letting the student know how much time is left (verbal reminders, sand timer, watch with an alarm feature).
• Reduce the stress of too many things to choose from, too much to complete.
• Make sure the student is not spending too much time on homework.
• Watch for signs of irritability and fatigue.
• Constantly monitor that the student is doing what is expected; work towards the goal of student self-monitoring.
• Do not expect too little, but do not demand too much — that is the challenge. Set reasonable learning expectations based on the student’s abilities and learning goals.
• For students with FAS/E, provide the external structure that the students need while helping them to develop and depend on their own inner resources: “I can do this!”