Adaptive Skills / Practical Abilities
Adaptive skills and social / emotional functioning are areas in which individuals with FASD often show their greatest declines, relative to their chronological age peers, as they grow older. School-age children’s adaptive and social skills are often delayed and may be half their chronological age level. Many young adolescents attend large secondary schools and experience complex social settings of their communities, with fast-paced social interactions and demands for independent organization of daily activities. With such environmental and societal demands, the weaknesses of individuals with FASD related to inefficiencies of brain functioning, become increasingly more apparent.
Individuals with FASD may have difficulty interacting with others and performing daily living skills, such as household and personal hygiene tasks, and communicating in ways that are socially appropriate. They often have better interactions with younger children who are at their developmental level. They function more effectively in small, highly structured environments. Difficulties tend to increase when the setting is less structured, such as playgrounds or malls.
Their adaptive and social difficulties are often related to weaknesses in language. They may not understand the social intent of conversation or be able to understand and recall directions. They may have trouble separating fact from fantasy, or understanding others’ humour. Cognitive issues, such as reasoning problems, can lead to social difficulties because of errors in judgement or difficulty with age-appropriate tasks, such as managing money and time. They may tell lies for approval because they want to make friends or please adults.
Conceptual and memory problems can result in difficulty understanding the concept of individual ownership. Individuals with FASD may steal, without understanding the meaning of the act or its implications. Usually this is an impulsive act—an individual sees something attractive, wants it and picks it up. Behavioural regulation problems often continue into adulthood, and impulsive behaviour and anger may result in volatile temper tantrums or aggression. Mood swings may also result in risky or dangerous situations.
Individuals with FASD may have difficulty interacting with others and performing daily living skills, such as household and personal hygiene tasks, and communicating in ways that are socially appropriate. They often have better interactions with younger children who are at their developmental level. They function more effectively in small, highly structured environments. Difficulties tend to increase when the setting is less structured, such as playgrounds or malls.
Their adaptive and social difficulties are often related to weaknesses in language. They may not understand the social intent of conversation or be able to understand and recall directions. They may have trouble separating fact from fantasy, or understanding others’ humour. Cognitive issues, such as reasoning problems, can lead to social difficulties because of errors in judgement or difficulty with age-appropriate tasks, such as managing money and time. They may tell lies for approval because they want to make friends or please adults.
Conceptual and memory problems can result in difficulty understanding the concept of individual ownership. Individuals with FASD may steal, without understanding the meaning of the act or its implications. Usually this is an impulsive act—an individual sees something attractive, wants it and picks it up. Behavioural regulation problems often continue into adulthood, and impulsive behaviour and anger may result in volatile temper tantrums or aggression. Mood swings may also result in risky or dangerous situations.