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ASD Behaviour support

AUTISM AND BEHAVIOUR

What is Behaviour That Challenges?

‘Challenging behaviour’ is how we classify a range of behaviours which some children and young people with autism may display to get needs met.

Behaviours might be things like:

Hurting others (e.g. hair pulling, hitting, head-butting)

Self-injury (e.g. head banging, eye poking, hand biting)

Destructive behaviours (e.g. throwing things, breaking furniture, tearing things up)

Eating inedible objects (e.g. cigarette butts, pen lids, bedding)

Other behaviours (e.g. spitting, smearing, removing clothes in public, running off)

 

Behaviour is Communication

All of us show our views and feelings through our behaviour. For children and young people with autism who struggle with communication and interaction, behaviour is often the most effective method of communicating their needs, wants and views. If the autistic child has learned that the behaviour provides a function for them even if it impacts negatively on others, it is likely to continue.

 

The ASD Outreach Role in supporting children and young people, families and schools

Through our range of training courses and on-going advice our service aims to support families and schools in their understanding of autism and how it effects children and young people and young people.

A large part of our training courses for parents and schools is concerned with understanding and managing the behaviour of children and young people with autism. We have devised a whole day of training for school staff which focusses on this area.

How to address behaviours

Looking at why such behaviour is occurring is always paramount in the approach of the ASD Outreach Service.

As well as analysing behaviour, environmental factors and triggers and making all possible adjustments to tackle difficulties, the ASD Outreach Service recommend that possible skills deficits which can create such behaviours are addressed. These may include:

  • Ensuring that the impact of the child’s possible sensory sensitivities have been taken into account and every effort has been made to help the child self-regulate their sensory system(s).
  • Improving communication skills, particularly around understanding and regulation of emotions.
  • Teach new skills, behaviours as alternatives to behaviours of concerns.
  • Increasing choice in everyday activities.
  • Teach coping and tolerance skills.
  • Improve quality of life as an intervention and outcome measure.

Peter Vermeulen ‘Good Feelings Questionnaire’

Autism Behaviour Strategies

The Incredible 5 Point Scale

The Working For Board

PECS

Comic Strip Conversations

Social Stories

Attention Autism