Autism. Supporting Behaviour That Challenges:

1.Understanding our part in behaviour change We all have behaviour that challenges at times What one person finds challenging may not be a challenge to others. (What do we find challenging exercise?) We need to be aware of our individual perspective of the behaviour and keep it in perspective. We need to be aware of our Language and attitudes around behaviour e.g. describe don’t label, attention seeking, he knows what he’s doing, its his autism.

2.Understanding the Child and their World The only way you will understand is if I put my brain in your head, then you will see things properly. (Miron Summers) Are we willing to share a different perspective of the situation, that of the child worth autism. (elephant) Are we willing to learn by, Watching, listening, reflecting. Includes understanding How they see the world How they process information

3.Distressed and other Behaviours of Concern and the Environment. Environments impact upon all of our behaviours both positively and negatively. People with autism often use behaviour which challenges because they lack the power to exercise control in positive ways over their environments. Things to consider, (1)What takes place there (2)The layout (no clear escape routes) (3) Sound, Smell, Visual, Textures, Sensory overload (4) design of the environment limited personal space or areas to take yourself in order to self regulate. (5) How predictable is the environment.

Mapping the Landscape of fear 1.Draw a map of the school / home. 2.Use the following coloured highlighter pens to identify how the environment makes you feel /react GREEN I feel calm / relaxed in this Area.. YELLOW I feel uncomfortable / anxious in this Area. Red I don’t like this area I try to avoid it. What is it about the Red areas that make you want to avoid it? What can we do to make it in to a green or yellow area?

4. Understanding and Addressing What's Under the Surface ? Specific Behaviours Hitting Kicking Screaming Not being able to communicate need High levels of anxiety due to lack of structure, Misunderstanding of peoples actions Not understanding Social rules Underpinning Difficulties

What's under the surface? Stress, worry and anxiety Differences and difficulties with communication and interaction Rigidity of thought and behaviour Not understanding others Not understanding self Sensory

5. Supporting with Stress and Anxiety Recognising high levels of stress and anxiety and resulting behaviour. (fear, flight, fight). Recognising the strategies child with autism may use to manage worries,stress and anxiety. Providing ways of identifying own rising levels of stress. Supporting and providing strategies to manage them high levels of stress. Providing meaningful physical activities. Creating a good place to be.

Living Near the Edge

5. Sensory Processing (Longhorn) The sensory information that may get through to the brain has become fragmented, meaningless, unpredictable and often very scary. So the child setts up barriers, withdraws has tantrums and then escapes into his/her carefully selected (and to them safe) sensory world In Powell 2000

Things aren't always what they seem:

The sensory world of Individuals with autism

Sensory Exercise

6. Supporting Behaviour Through Communication and Interaction ( ensuring and maintaining the basics) Provide the individual with ways of initiating communication and ensure that we communicate effectively at all times e.g. (using visual?) Use their name first (little things make a difference) Ensure that they are paying attention Match your language to their level of understanding Give time for information to be processed and acted upon Help them understand the hidden rules that govern social interaction Providing a reason to play the communication and interaction game. Avoid confrontation

7. Addressing Quality of Life, Wellbeing and Behaviour Clear links between quality of life, wellbeing and behaviour which challenges? Addressing health issues and promoting physical wellbeing: Promoting meaningful activities: Providing a range of meaningful relationships: Provide appropriate levels of choice and control over their own lives and environments: Having fun and being happy: Encourage appropriate levels of independence:

8. Understanding the Specific Behaviour We Wish to Change Identify the behaviours of concern from all perspectives; What is the function of the behaviour (observe, Assess); Prioritise the behaviour we wish to change; Remember the childs perspective

9.Looking at the Behaviour Where? When? Who? Antecedence Behaviour Consequence Having a feeling

10.Having a Clear strategy and plan: Some Considerations: Gaining consensus, trying to ensure consistency. Being clear about what the outcomes will look like (solution focussed). Ensuring there is a reason to change, Motivators, rewards. Working to a time scale. Being creative.

11. Teaching Skills to support and Manage the Behaviour Teach new skills / behaviours (those that the child may have failed to learn). Reteach skills / behaviour that may have been MISS -learnt. Teaching incompatible behaviours. Teach alternatives to current behaviour Video modelling. Social skills groups. Self management skills.

12. Having a Tool Box of Strategies and Approaches: Redirection boxes (Remember these can now be digital) My sitting quietly book Social stories, Power cards, Coaching cards Teaching incompatible behaviours, Mindfulness Calming Technics Visual reinforces

Remember It can be very difficult to change behaviour that took ten years to establish in one day, one month or even one year. Geoff Evans