FAQ

A child with FASD often functions at a younger developmental age than their chronological age suggests, and the gap can be different in different areas. This shows up in adaptive behaviour — the practical skills of personal care, following routines, making safe decisions, and getting along with others — where a child may develop more slowly and need reminders and supervision well past the age you would expect. A ten-year-old might handle some independence well yet still need the support a younger child would need for routines.

One of the most useful reframes you can make is matching expectations to developmental age, not chronological age. It turns “they should know better by now” into “they need this level of support right now.” Clear, predictable routines, tasks broken into simple steps, visual checklists, and supervision matched to ability all help — and comparing the child to same-age peers tends to make things harder.

Source: CFS FASD Practice Notes

These challenges usually come from two brain domains: executive functioning — the skills for planning, organising, starting tasks, managing time, controlling impulses, and adjusting when things change — and focus and attention — the ability to concentrate and filter out distractions. A child with FASD may genuinely want to do well but still have trouble organising what to do, remembering the steps, staying on task, or stopping an impulsive action. These difficulties can look very similar to ADHD.

What helps is breaking tasks into small, manageable steps, clear routines and predictable structure, visual schedules and checklists, reducing distractions in the environment, movement breaks between tasks, and extra time. Giving multiple instructions at once, expecting the child to plan independently, or offering too many choices at once tends to make it harder.

Source: CFS FASD Practice Notes

Some children with FASD have challenges with motor skills — the brain’s control of body movements. This includes gross motor skills like running, jumping, and balance, and fine motor skills like handwriting, using scissors, or buttoning clothing. The result can be clumsiness, poor balance, writing that is tiring, and self-care tasks that go slowly. You may also notice the child avoiding fine motor tasks or tiring quickly during detailed hand movements.

What helps is extra time for fine motor tasks, practice and repetition, occupational therapy supports where available, adaptive tools like larger pencils or grips, and physical activities that build coordination over time. Large amounts of handwriting, rushing the child to finish, and criticism about coordination tend to make things harder.

Source: CFS FASD Practice Notes

Children with FASD may appear verbally capable — speaking clearly and using a good vocabulary — yet still struggle with multi-step instructions, indirect requests, sarcasm, or figurative language. They may also nod or say “yes” without fully understanding, which makes miscommunication easy to miss. Assuming a child understands because they sound articulate is one of the most common traps. The same can apply to cognition: they may need extra time to process and may take language very literally.

What helps is clear, simple language, one instruction at a time, and checking for understanding by asking the child to repeat back or show you what they will do. Visual supports, demonstrations, and extra time to respond all make a real difference. Long or complex explanations, multiple questions at once, and expecting quick responses tend to make it harder.

Source: CFS FASD Practice Notes

It’s shared. The Life Book is jointly maintained by the child’s social worker, the child themselves, and you. The social worker is responsible for making sure one exists — every child likely to remain in care for more than six months has one — but in practice you’re usually the person who keeps it and adds to it, because you’re there for the day-to-day moments it captures.

Even for very short or respite stays, it’s worth keeping a simple photo album or scrapbook. If a placement that was meant to be brief becomes longer, you’ll already have a good start with no gap in the child’s story.

Sources: Foster Family Handbook; Foster Caregiver Orientation Guide

The Life Book leaves with the child. It is their property — one of the few things from their time in care that belongs to them entirely — so handing it over in good order, with recent entries up to date, is one of the most meaningful things you can do at the point of transition.

Before that day comes, it’s worth protecting the work. If you’ve completed a Life Book, CFS can help you make a digital copy, so the child’s record is preserved even if the physical book is later damaged or lost. Your local CFS Area Coordinator can help with this.

Sources: Foster Family Handbook; Foster Caregiver Orientation Guide

It depends on the child’s plan. Infants and preschoolers normally stay with you during the day, but if child care is included as part of the child’s Plan of Care, a child care subsidy may be available to help cover the cost. Day care may also be needed while you attend caregiver education or training events.

The best next step is to speak with the child’s social worker and your resource social worker. They can confirm whether child care is part of the plan and what funding applies. Subsidies are provided once the required approval documentation is completed, so the paperwork matters — your resource worker can walk you through it.

Sources: Foster Family Handbook; Foster Caregiver Orientation Guide

Wherever possible, children should attend licensed child care. Licensed providers have already had Criminal Record Checks, which simplifies screening and gives a greater baseline level of assurance.

If no licensed option is available and you need an unlicensed family child care provider, you and the child’s social worker share responsibility for selecting, screening, and monitoring the arrangement. You screen and select as a prudent parent, using the Parents’ Guide to Selecting and Monitoring Child Care in BC, and consult the child’s social worker and your resource social worker about your choice. Your resource worker completes Criminal Record Checks and Prior Contact Checks on the provider before the arrangement begins.

Sources: Foster Family Handbook; Foster Caregiver Orientation Guide

Yes. Supported child care (previously called special needs day care) is a dedicated programme for children with a disability who need additional support in a child care setting.

Ask your resource social worker whether the programme applies to the child in your care and how to access it. They can confirm eligibility and guide you through the next steps.

Sources: Foster Family Handbook; Foster Caregiver Orientation Guide

Yes — check in with the child from time to time about how they’re experiencing day care: whether they feel safe and comfortable with the provider and the other children. This is a standard part of your prudent parent responsibilities and helps you catch any concerns early.

If something the child says raises a worry, follow up with the child’s social worker and your resource social worker.

Sources: Foster Family Handbook; Foster Caregiver Orientation Guide