1. Behaviour Management

2. Introduction Type of Behaviours Aggression Self injurious behaviour Property destruction Non-compliant behaviour Stereotyped behaviours Socially inappropriate behaviour Withdrawn

3. Personal development Health and Safety Learning Academic and Social Social Accessibility Whole family Impacts

4. How do you feel when your child has a temper tantrum in public? Stress Anxious Guilty Embarrassment Shame Angry Frustrated Result: Avoid taking him /her out.

5. Parents can feel under a lot of pressure to solve behaviour problems and are naturally very worried about the best approach to take.

6. For the child Being care for individual well being, health and safety Chances to learn to communication Chances to learn social acceptable behaviour through strategic and routine Parents Feel in Control Less stress Benefit for the whole family The benefit of having a Behaviour management plan

7. Remember All children are different and there is no single answer to any of the difficulties or problem you may face. Parents know their child best. There are often complex reasons behind a child’s behaviour and it is rarely anyone’s fault.

8. Difficult to know why it occur sometimes – Not getting what they want – Not understanding – Logical reason doesn’t work Autistic child tends to enjoy routine and structure The lack of structure always trigger the behaviour issue Lack of verbal skill; both express and receptive Stereotypic behaviour causes by sensory issues Unpredictable change of the environment or social interactions The frequency and the intensive of the behaviour The behaviour doesn’t go away when they grow older Taking our Autistic kids out sometimes feel like walking on ice. The problems that we face when dealing with a behaviour problem

9. Make a list of problematic behaviours Prioritise one or two Be consistent across the target behaviour Dealing with Behaviour Issues

10. 1. Tackling a problematic behaviour To figure out what is causing that behaviour Antecedent: What happened before the behaviour began? Behaviour: Describe the behaviour Consequence: What did you do in response to the behaviour

11. Temper tantrum in the shop Practice the ABC behaviour analysis https://www.youtube.com/watch?v=Jf9MM49qgIQ Discussion Setting Antecedence Behaviour Consequence Safe/not safe Will it happen again?

12. Discussion Setting Antecedence Behaviour Consequence Safe/not safe Will it happen again? Temper tantrum in the shop

13. Temper tantrum in the car https://www.youtube.com/watch?v=0Vt9LZ4ajFc Discussion Setting Antecedence Behaviour Consequence Safe/not safe

14. Attention Frustration, tired or stress Escape from demands Lack of understanding Sensory stimulation Loss of control 2. The function of the behaviour ( A way to communicate)

16. Focus on Prevention when dealing with behaviour problem Modify the structure and organization of the environment Reduce demand Assist to complete the task Rediection

17. James bites his hand when in the supermarket Antecedent : Supermarkets make James anxious due to the overwhelming sensory input Behaviour : bits hand Consequence : leaving the supermarket in a hurry James has learnt that if he bites his hand you will take him away from the offending environment, Most likely that he will so it again. Example:

18. Plan for prevention James bites his hand when in the supermarket Antecedent : Supermarkets make James anxious due to the overwhelming sensory input Reduction in stress levels - shorten visiting time, Associate it with enjoyable shopping items, small reward straight after he uses the chewing piece or squeeze ball verbal praises), let James understand how long he is going to stay in the supermarket – use a timer Provide oral stimulation – chewing pieces, squeeze ball in pocket (teaching) Behaviour : bits hand Replace with chewing piece or squeeze ball Consequence : leaving the supermarket in a hurry Continue with your shopping till the timer set off (shorten the timer )

19. If an undesirable behaviour is providing sensory stimulation then an alternative behaviour can be selected which will provide the same input for the child but be more appropriate Examples Hand flapping spinning 3. Appropriate Alternative In James’s case: chewing gum, chewing pieces, drinking straw, squeeze ball are good options

20. Breaking down into simple steps Using visual aids as teaching tool Teaching the behaviour 4. Facilitate the alternative behaviour Alternatives Timer Gradually increase the visiting time

21. More motivated to learn the new skill Occur when the person has attempted to use the alternative has been successful in using the alternative and in the absence of the inappropriate behaviour 5. Reward system

22. Skills for handling behaviour issues

23. Temper tantrum in the shop Calm Redirection (sister – look…) Correct consequence (Didn’t get what he want) Power struggling Direction not concrete Bystanders (put stress on) It’s just $3 https://www.youtube.com/watch?v=Jf9MM49qgIQ

24. Stay calm Minimize verbal exchanges Use visuals, a drawing book, some paper, pens (sometimes even a ‘stop’ or ‘wait’ sign will work) Give direct instruction, be firm, brief and concrete Focus on one thing – reduce the behaviour Remember it’s not the right teaching time Redirection skill Praises when getting it right No power struggling Remove from the scene (last resort) Carry with you at all time

25. Routine and timetable Social story Visuals comprehension Give yourself time to build up your skill Pick the battle Down time for your child and yourself Ask for help Parents emotional stability is very important, look after yourself Expect the behaviour gets worse in the beginning For you and your child

26. The end