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The Fort
FASD Pilot Classroom Evaluation
Parent and Student Results

Principal Investigator: Sara Nickerson-White PhD(c)
Professor, Humber College
Director, Research and Program Evaluation
Program Manager: Emily Gray
Research Assistant: Kirsten Tatlock
Humber College

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
2
The Fort
FASD pilot classroom
Pilot program operated jointly by Carizon
and the Waterloo Region District School
Board within the Encompass Learning
Section 23 School
Designed to meet the needs of students
living with FASD
Four students, (9-11 years of age) have
been participating since the September 9,
2013 launch date

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
3
The Fort
FASD Pilot classroom
Multi-professional approach: Staffed by a teacher and
two Child and Youth Workers. Supported by a Child and
Family Therapist, as well as Resource Staff and Program
Managers
The classroom is uniquely equipped and structured to
meet the childrens social/emotional, sensory, and
learning needs
Based on models from Alberta and British Columbia

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
4
The Fort FASD pilot classroom
evaluation: Data collection details
Formative evaluation
Parent self-report survey (mid-December 2013)
Completed one per child
Completed electronically or in hardcopy
Student interview (mid-December 2013)
No program staff were involved in the data collection
process
with the exception of
Carma who was present for
the student interview

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
5
Parent Self-Report Data
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
6
Parent self-report data
One parent self-report survey was received for each child in
the FASD pilot classroom

Average age of parent respondents was 43 years old

All respondents were female

Three respondents were adoptive parents to the child in the
FASD classroom

One respondent was a biological parent to the child in the
FASD pilot classroom


Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
7
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
Interrupt
Personal Time
Missing work Disruption of
Family
Routines
Family Doing
Without
Family
Suffering
Effects
Child
Troubles
Neighbours
Financial
Strain
Less Attention
to Family
Members
Disruption
Family
Relationships
Since KL Prior to KL
*Degree of problem measure: 1= not a problem, 2 = rarely a problem, 3 = somewhat a problem, 4 = a problem, 5 = very much a problem
Average degree of problem faced
as a result of childs difficulties in
school
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
8
Repeated measures analysis:
Degree of problems faced by
parents
The most prevalent and steepest challenge consistently
reported* by parents was missing work as a result of
their child being sent home from school







*through a combination of survey and
open-ended responses
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
9
Positive impact on the degree to
which missing work is a problem for
families
Since attending the FASD Pilot Classroom there was a
significant decline in the degree to which parents faced
this problem in their daily lives
problem for parents prior to their child attending the FASD
pilot classroom (M= 4, SD= 1.789)
degree of problem since their child has attended the FASD
pilot classroom (M=2.5, SD= 1.789)

Significant difference: t(3)= 3.00, p = 0.005.

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
10
Average degree of problem faced as a
result of childs difficulties in school
0.0
0.5
1.0
1.5
2.0
2.5
3.0
3.5
4.0
4.5
5.0
Since KL Prior to KL
*Degree of problem measure: 1= not a problem, 2 = rarely a problem, 3 = somewhat a problem, 4 = a
problem, 5 = very much a problem
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
11
FASD pilot classroom makes
parents feel less strained and less
tired
Repeated measures analysis shows that there is a
decreasing effect on levels of strain and tiredness felt by
parents when their child is enrolled in the FASD pilot
classroom compared to the classroom experiences prior
to attending this classroom

(t(3)= 2.611, p = 0.05).

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
12
Average frequency of childs positive
experiences with schooling
*Childs school experience measure: 1= never, 2 = rarely, 3 = sometimes, 4 = often, 5 = always
Children
experience
significantly more
positive schooling
experiences in the
FASD pilot
classroom than
experienced in
non-FASD
classrooms
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Parent 1 Parent 2 Parent 3 Parent 4
Since kidsLINK
Prior to kidsLINK
Prior to kidsLINK (M = 2.58, S D = .245)
Since kidsLINK (M = 3.49, S D = .363)
t(3) = -5.196, p = 0.05)
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
13
Significant positive impact across
all childs experiences with
schooling measures
Repeated measures analysis indicates that when children
attend the FASD pilot classroom they are:
enjoying going to school more (t(3) = -5.00, p = 0.05);
better able to do work in the classroom (t(3) = -9.00, p = 0.005);
happier when they come home from school (t(3) = -5.00, p = 0.05);
more often spoken about positively by school staff (t(3) = -2.782, p =
0.005);
more understood by classroom staff (t(2) = -5.00, p = 0.05);
involved in a greater number of positive peer relationships t(3) = 2.324,
p = 0.05);
more apt to make greater academic progress (t(2) = -4.00, p = 0.05); and
surrounded by parents who are less anxious that they will get a phone call
from the school asking them to pick up their child (t(2) = 3.464, p =
0.05).

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
14
Average frequency of my child is
anxious about school
0
1
2
3
4
5
6
Parent 1 Parent 2 Parent 3 Parent 4
Since KL Prior to KL
*Childs school experience measure: 1= never, 2 = rarely, 3 = sometimes, 4 = often, 5 = always
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
15
FASD pilot classroom decreases
childrens anxiety towards school
Repeated measures analysis reveals a significant
difference in the frequency of anxiety recorded for
children prior to (M = 3.75, S.D. = 1.41) and since the
FASD pilot classroom (M = 1.5, S.D. = 1.41) conditions
(t(3) = 9.00, p = 0.005).

These results suggest that the FASD pilot classroom has
a positive effect on childrens levels of anxiety towards
school.


Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
5/28/2014
16
Academic achievement
[the child] has been more pro-
active in asking for help when
needed where in the regular
classroom, he would just sit there
and not do anything or just look
like he was busy (kidsLINK FASD
Pilot Classroom Parent, self-report,
December 2013).

[the student] has lost a full
academic year the year before
coming to the new classroom. He
is now fully engaged in modified
activities and [is] catching up
(kidsLINK FASD Pilot Classroom Parent,
self-report, December 2013).

0
1
2
3
4
5
6
Parent 1 Parent 2 Parent 3 Parent 4
Prior to kidsLINK Since KidsLINK
**Academic Achievement Rating: 1 = Very Poor to 7 = Excellent
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
17
What have you liked about your
childs experience in the FASD
pilot classroom?
Attends school everyday & likes school

The best is that he attends school every day and we
dont have to fear that hell be sent home. That was
heavy on him and was leading to a hatred of school.
His renewed enjoyment helps everything as it is not a
chore to get him to go he likes it (kidsLINK FASD Pilot
Classroom Parent, self-report, December 2013).

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
18
Parent reported likes contd
Curriculum modifications & meeting individual needs

Its been a positive experience and [the child] really enjoys going
to school this year. I feel really blessed that he is in this classroom
as the curriculum can be adapted to meet his needs and meet the
level that he is at. I know that he is not getting lost in the shuffle
like he did in the regular classroom and he is actually learning
different things. In the regular classroom he did a lot of
colouring because they could not accommodate his needs and I
know that he would miss a lot of what they were learning as it was
often over his head and they moved at a speed that was too difficult
for him to keep up with. (kidsLINK FASD Pilot Classroom Parent, self-report,
December 2013).
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
19
Parent reported likes contd
Class size
I love the small classroom size and an excellent
teacher/child ratio. If [the child] does need to have a
break, there are rooms that are suitable for him to do so
which did not happen at his regular school. (kidsLINK
FASD Pilot Classroom Parent, self-report, December 2013).

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
20
Parents also reported the following
likes about the FASD pilot
classroom
The teacher understands my child

My suggestions are respected

My employment is not threatened

My child is not ashamed or embarrassed

There is a focus on the positive in the classroom
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
21
Parents suggestions for program
improvements
Longer day
More parental involvement in childs learning
More physical activity
Ask parents for help/advice on understanding FASD and
their child
Support the child in making friends with another child
outside of the FASD pilot classroom
More family counselling and educational sessions
Peer support for other parents
More use of technology in the classroom
Teach children meditation techniques
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
22
Anything else you would like me to
know?: Parent responses
This is something that families of children who have FASD
really need in this area.There really isnt another
appropriate place of learning that suits [the childs] needs
and Im sure he is not the only one (kidsLINK FASD Pilot Classroom
Parent, self-report, December 2013).

It has been a fantastic first few months. Even though
working out the kinks, I have been so impressed by the
thought put into every strategy, the flexibility and creativity
of the staff....Being home for 2:30 is difficult at times but
being able to work without having my hand fused to the
phone has been such a huge relief and stress reducer (kidsLINK
FASD Pilot Classroom Parent, self-report, December 2013).

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
5/28/2014
23
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
24
Student interview data details
Students in the FASD Pilot Classroom included 4 males
ranging in age from 9 to 11 years old
At the time of the interview all students had been in the
classroom since it started in September 2013
In mid-December 2013 all students participated individual,
structured, interviews with the Principal Investigator
Consent was collected first from each parent followed by an
assent from each student at the time of the interview
Students were provided with a snack and small token of
appreciation regardless of level of participation
At no time were program staff involved in the interview
process
Each interview was recorded and transcribed

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
25
Key themes stemming from
interviews with students
The teacher is a strength and resource for the students, they have
confidence in her and see her as friendly, understanding and
compassionate
Students are unable to name the CYWs in the room, they do not trace
confidence to these workers, and are unable to pinpoint the CYWs as a
resource
Consistent program routines and physical environment of the
classroom is highly valued by these students

Upholding of commitments made by
program staff is very important to these
students

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
26
Students find the classroom and school to be enjoyable
Students are reflective about their past school experiences with each student
demonstrating an awareness of being stored away because previous school
staff did not know what to do with them

Students noted appreciation for various aspects of the program overall.
For instance, one student appreciated that in this program he could go
home after school instead of having to live away from home.

There are consistent frustrations among the students regarding efforts
to deal with the disruptive behaviours of their peers
Students demonstrate the application of effective problem-solving strategies
in the classroom however, more direct support from CYWs during classroom
time is needed

Key themes stemming from
interviews with students contd
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
27
Students like that the classroom is
not so strict
Students find that the classroom is not as strict
as their previous classrooms and schools

For example one student remarked about his
previous school: it was horrible there. The
teacher was so meanreally strictI dont like
him at all. I got kicked out for . monthsyou got
sent home if you had a problemhere, you just
stay.
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
28
When asked what they liked about
their classroom, students reported
that they liked
Smaller classroom size
This ones smaller

Fewer numbers of students
not too many kids

Compressed school hours

Their work with the Child and Family Therapist (CFT)
However, students do not relate their work with him directly to the
classroom. He doesnt work in our classroomI dont really use
[learning worked on with the CFT] in the classroom.

The lessened light in the classroom
its not as bright, I like the light from the sun and all that, I really,
really like this light. I like the normal sunlight.
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
29
Student programming suggestions
More opportunities to make friendships with people outside of the
classroom

More opportunities to do physical activities together

More technology use in the classroom

Support and teaching strategies for dealing with
disruptive/problematic behaviours of other students
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
30
CYWs in the classroom
according to the
students
Consistently students noted a lack of engagement with
and trust in the CYWs in the classroom

For example:

After drawing a picture of his class the PI asked the student to draw himself in the class and
how he usually feels when he is in the class

The child, like all of the children, drew a happy face and then described himself as happy
when asked about the picture

When the PI discussed the picture to ensure understanding being conveyed she asked the
student if anyone from the classroom was missing

The student was unable to think of the CYWs

When the PI asked about these workers specifically, the child responded: There are just
a bunch that come to class so I cant put all of them

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
31
Students relation to CYWs in the
classroom
When asked if there was anyone of these
workers that is usually in the class, the student
was eventually able to draw what one CYW,
who was working in the classroom, looked like

When asked to describe how the worker was
feeling in the picture the child spoke and
motioned in a way to describe the workers
state as one denoting a feeling of stress and
panic
Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
32
Program recommendations
1. Integrate Child and Family Therapy sessions directly into the
classroom setting

2. Strengthen consistency and predictability of environmental and
programming structure of the classroom

3. Provide opportunities for students to develop friendships with other
students outside of the classroom

4. Strengthen the CYW role in the classroom to better support students
during class time

5. Strengthen the CYW and CFT roles to better support family needs

6. Provide more extra-curricular activities for students

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
33
Program recommendations contd
7. Offer extended programming hours for students
8. Consider family integration in program delivery
and extended support services
9. Solicit, listen to and act upon parent
and student input in planned and
transparent ways
10. Consider options for further family support in the
form of counselling and educational sessions along
with peer support or mentoring options


Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
34
Program recommendations contd
11. Continue to apply incentive-based activities in the
classroom for students (i.e. classroom bucks)
12. Integrate technology into the program that will
increase the potential for future life skills and
academic success for students
13. Consider math programming that is tailored to the
learning needs of FASD students
14. Provide opportunities for parents to be active
participants in the program

Head office: 400 Queen St. S., Kitchener 519-743-6333
www.carizon.ca
35
A parents summary of their experience
with the FASD pilot classroom
Overall I am thrilled that [the child] is receiving the care and supervision he
needs and is staying in school, developing positive relationships and is fully
engaged in his education. I like the fact that a) he is not sent home for behavior he
has no control over b) the teacher is using education strategies to help him stay
engaged with his education c) physical activities are gauged to the childrens
behavior triggers d) they are helping him learn to problem solve and anticipate
problems e) all the staff get what being an external brain means e) I am treated
like I know my childmy suggestions are respected f) I CAN workmy
employment isnt threatened g) I feel I can call anytime and Im not bothering
anyonewere all in this together h) the children are encouraged to learn at their
own pace i) my son is not ashamed or embarrassed if he gets into difficulty j) the
teacher communicates via email weekly about his progressthere is focus on his
positive gains rather than his bad behavior. It is never talked about that way at
all which is so refreshing (kidsLINK FASD Pilot Classroom Parent, self-report, December 2013).

www.kidsLINKcares.com

Feel free to contact
Sara White swhite@carizon.com

Any questions?