Friday, July 2, 2010

Profiles

A few years ago, I was on a family panel for a MOFAS event and I met a mom who was far along on the FASD journey. She spoke about a profile she had put together for her son with FASD and I asked her to email it to me and she did. I filled it out and use it at IEP meetings, at the beginning of the school year with new teachers, at recreation programs, etc.


I was thinking about it this morning and I thought it would be something good to share so I have copied and pasted it here in case any of you would like to use the template. If you would like the word document, just send me an email requesting it and I will email it to you. I have found it to be very useful. In Akila's profile, I took out a few of the sections that won't apply to her until she is a teenager, so pick and choose the sections you need.


Profile of Name

Name is age years old and in grade at school. Name has been diagnosed with Fetal Alcohol Spectrum Disorder (ARND), list other disorders if any. Add short background statement, adopted, age, significant trauma, etc. Name has an #### IQ. Example: However, his disabilities affect how he is able to effectively utilize his intelligence. (May 2006 – Verbal IQ – 96; Performance IQ – 117; Full Sale IQ 104).

His disabilities are demonstrated through:

  1. Lack of cause and effect thinking – difficulty seeing the consequence or predicting outcomes
  2. Impulsive behavior
  3. Inconsistent performance
  4. Remembers some things – not others
  5. Anxiety – struggles with transitions and new situations – needs step by step explanations before changes occur to lessen anxiety
  6. Generalization of information – difficulty in applying rules in new setting - repeats the same mistakes over and over
  7. Boundary issues – often does not recognize other’s space or belongings
  8. Social Cues – can’t recognize when someone is getting upset and will continue on with the same behavior
  9. Acts young for his age
  10. Difficulty with abstract concepts like Namee and money - struggles in managing these concepts
  11. Easily influenced by peers – mimics behaviors. At risk for engaging in negative behaviors
  12. Quick to anger and show aggression – especially if provoked
  13. Difficulty in complying with rules or focusing on instruction

Name classifies his strengths as smart, funny and good looking. He is also very athletic, mechanically inclined – especially with electronic and computer devices He is determined, helpful, generous, good with younger kids and animals

Things that he would like to change about himself include: “quit telling people that they are wrong because it always gets me into trouble because I argue with them;” “my impulsive tendencies especially with money;” and “control my anger.” He is easily influenced by peers and be easily taken advantage of. This most often occurs when he is trying to be generous by giving up his belongings or money to friends in order to receive friendship.

The following is an example of what may be written. State in terms of current status and as the needs of the student for each category:

Employment

Currently employed at NAME

Enjoys working with others and earning money

Needs:

§ To practice skills for getting job on his own in other environments especially jobs that would offer more challenge in areas of interest.(i.e. expressed an interest in working in computer stores or Game Stop)

o Complete application

o Write resume or secure references

o Interview for the job

o Follow-up phone calls and thank you notes

§ To develop a plan for taking drivers ed for his permit and driver’s test for his license in order to expand employment opportunities

On the job:

§ Needs to develop assertiveness so he can ask for training or help (becomes easily frustrated or defeated if doesn’t know how – has difficulty asking for help)

§ Needs to practice listening carefully to instructions and rules

§ Needs to identify the types of appropriate questions he can ask an employer in order to support his needs; i.e. What type of training is provided for the job? How would this job be part of a career track for promotion? Etc.

Education

Name desires to go to vocational school or college in order to pursue a career in computer engineering

Needs:

§ Understand the high school requirements to graduate

§ Develop course schedule from now until graduation that will support career desire

§ Explore attending post secondary classes while in high school that support career desire

§ Research post secondary schools with computer engineering certificates or degrees

§ Research career for salary and opportunities

§ Job shadow in the field

§ Take ACT

§ Complete a career assessment through Name College

Living Arrangements:

Lives at home in City with whom

Wants to continue living in the Name of City

Desires to live on his own or with friends

Needs:

§ Understand the costs involved in living on own; food, rent, utilities, etc.

§ Learn to research locations that meet needs (close to job, transportation, safety concerns, close to shopping, etc)

§ Understand responsibility of caring for own living space ( cleaning, cooking, laundry, restrictions when renting,)

§ Pros and cons of living with friends (trust issues, legal issues with joint agreements or contracts, getting along with others and resolving problems)

Community recreation and leisure activities

Name enjoys working on his computer, weight lifting, writing lyrics for rap songs and being with friends. Even though “hanging out” with friends it is important for Name, he needs to take into account what he could do if friends are not available. Currently, leisure Namee is spent interacting with cyberspace friends. Name is not involved in any extracurricular activities at school or home.

Needs:

§ Develop a new hobby that involves others to prevent isolation

§ Join activities at school or church to expand circle of friends and interests.

§ Seek a community activity such as volunteer work at an animal shelter.

Personal Management

Name struggles with social skills and assertiveness with peers and authority figures. He can easily be taken advantage of and will often loan money or other belongings to secure friendships. He often boasts about his strengths or what he owns, etc. which may offend or annoy others making him vulnerable to being bullied or taken advantage of. He tends to give up on relationships, easily, and makes assumptions that others like or dislike him. He tends to isolate himself after school.

Needs:

§ Learn to interact with peers, adults, girls, (not on internet) in order to learn the skills of establishing meaningful relationships including a healthy understanding about sexuality

§ Understand the dangers of internet relationships

§ Understand how to self protect and not be taken advantage of- especially when money is at stake. At risk for becoming a vulnerable adult.

§ Develop self-advocacy skills – be able to ask for help or assistance

§ Learn about the future obligations of taking care of a family

§ Learn to plan own meals; eating healthy, establish regular mealNamees

§ Practice anger management skills; avoid posturing, inappropriate remarks, aggressive behavior

§ Learn communication skills that help him to discuss topics in a neutral way in order to maintain positive relationships and avoid conflict.

§ Learn skills that help him to approach others and make himself appear more friendly; i.e. introductions, shaking hands, eye contact, smile etc.

§ Learn to comply with rules at school and on the job on a consistent basis – be respectful of authority (Needs to have weekly contact with Probation until restitution is paid)

Financial Management

Name struggles with managing his money. He spends his earnings as fast as he receives them and often feels angry with himself for not being able to be more frugal. Name will need strong supports and training in this area in order to survive in an adult world. He also needs to develop a plan for paying his restitution.

Needs:

§ Develop money management skills

§ Understand cost of living and how to prioritize financial obligations and set up a budget in order to live within his means

§ Understand how to manage checking accounts, savings accounts, debit cards and ATM cards and how to pay bills. Practice interacting with a bank by discussing with bank personnel the rules and consequences for sound banking.

§ Learn the pros / cons of credit cards; how credit history is developed and how a negative credit report can impact his life.

§ Learn about payment of taxes and annual filing

§ Research the danger of internet schemes and “get rich schemes” including gambling

§ Develop a concrete plan for paying back his restitution. (Owes Approx. $700)

Health and Medical

Name was parentally exposed to alcohol and is diagnosed with FASD / ARND. (Fetal Alcohol Spectrum Disorder / Alcohol Related Neurological Disabilities. He also has PTSD due to previous medical procedures and diagnosed with ODD.

Needs:

§ Understand supports that are available to him at age 18 – i.e. MA, other medical or social services

§ Practice setting up own appointments – understand co-pays and coverage by insurance

§ Determine a friend or family member who can accompany him to the dentist or doctor for support in dealing with anxiety from the past

§ Name needs to understand and accept his disability and learn how to advocate for himself.

§ Understand how FASD and PTSD affect him and to develop day-to-day living strategies in order to cope with his disabilities.

Future Hopes

We believe that with the proper supports and help that Name has the ability to adapt to his disabilities and be a productive member of society. We hope he continues to be challenged in an academic setting and at work so that he accomplishes his career goals.

This transition plan should be developed to accommodate needs until the age of 21.

We respectfully request that this Profile of Name be included n the written record of this meeting as part of our parent input.

Parent Name

Date

3 comments:

Linda B said...

I want it! I want it! Thanks for sharing this...very helpful :o)

GB's Mom said...

Me, too!!! It looks a great structure for an IEP meeting.

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