Jr. and High School Plan

For teenagers with FASD, the plan shifts from “parent-managed every step” toward supported inter-dependence. The core idea is still the same: keep things structured, concrete, repetitive, and strengths-based, but add more coaching in self-advocacy, identity, safety, and real-life skill practice.

Teen FASD plan

Area	What to focus on	Why it matters
Daily structure	Consistent wake, sleep, homework, meals, chores, and screen limits	Teens with FASD often need external structure more than peers
Communication	Short, direct language; one task at a time; written or visual reminders	Helps reduce overload and confusion
Executive function	Calendars, checklists, timers, alarms, and step-by-step planning	Supports memory, organization, and follow-through adai.uw
Emotional regulation	Breaks, sensory supports, movement, calm-down plans, and co-regulation	Teens often need help noticing escalation early
Social skills	Explicit teaching, role-play, and real-life practice in safe settings	Social judgment and generalization are often weak learningwithfasd
Independence	Practice hygiene, money, transportation, phone use, chores, and simple cooking	Build real-life competence slowly and repeatedly
Safety	Online safety, consent, substance risk, relationships, and “who to call” plans	Adolescents with FASD are more vulnerable to exploitation and poor judgment
School/work	Use accommodations, clear expectations, job coaching, and predictable routines	Structure improves success in learning and employment
Identity and hope	Give information over time, reinforce strengths, and connect with positive role models	Helps reduce shame and supports resilience

Practical home strategies

• Keep the same basic weekly rhythm so the teen does not have to reinvent the day.
• Put key tasks in writing or on phone reminders.
• Teach one life skill at a time, then practice it in real situations.
• Use natural consequences carefully, but keep feedback calm and immediate.
• Rehearse difficult situations ahead of time, like rides, social events, or asking for help.
• Build in one or two dependable adults the teen can go to when overwhelmed.

What usually helps most

Teens with FASD often do better when adults slow down, simplify, scaffold, and repeat. A common support principle is to think in terms of the teen’s developmental age, not just chronological age, and to gradually build inter-dependence without expecting sudden maturity.

Explain Inter-dependence

We all live connected to one another, and what affects one person can ripple out into families, schools, neighborhoods, and communities. When we understand that our lives are interdependent, it becomes easier to see that compassion is not just a nice idea but a powerful force that helps people heal, grow, and thrive together.