This section discusses how individuals can display inappropriate behaviours to gain access to items or activities. Interventions and prevention strategies are demonstrated.
Access to Items/Activities
Some behaviours occur so the child can get a tangible item or gain access to a desired activity. For example, a child might scream until their parents let them have an IPad (tangible item) or bring them to the playground (activity).
Sometimes children with autism do not have the skills to understand functional communication. This can lead to problem behaviour. Problem behaviours are often maintained because they can be a very effective way to access the desired item or activity. Teaching communication skills can help to reduce or eliminate unwanted behaviours.
Communication Difficulties
New born babies communicate initially by crying. A parent will attend to their every need because they know this is the only way they can communicate.
As children develop, so too do their communication skills. They learn to ask for what they want and behaviours such as tantrums eventually stop. However, communication skills for children with autism can develop at a much slower pace.
As a result of this crying or acting up is the only way they know how to express their needs.
Children who have learned to communicate sometimes choose not to because it is quicker to gain access to the item or activity by acting up.
This behaviour is often maintained because it is easier to give the child what he wants, especially in public places.
We can change these behaviours by teaching effective communication skills.
Intervention: Access to Items/Activities
Use planned ignoring
Teach communication skills
Planned Ignoring
Planned ignoring is simply ignoring an inappropriate behaviour. That is, not giving any attention whatsoever to the behaviour. This includes any verbal response, facial expressions or even eye contact. Giving the behaviour attention will most likely cause the behaviour to get worse and possibly re-occur in the future.
Safety Comes First:
Some behaviours are too dangerous to ignore such as self-injurious behaviour or aggressive behaviour. The danger needs to be removed or blocked but as little attention should given to it.
Teach Communication Skills
If the child does not know how to communicate effectively, teach them how! Build Skills!!! Make the appropriate behaviour work for them. In doing this you will also show them that the inappropriate way is no longer effective.
Remember to praise and reward the child for their effort and fade this positive reinforcement as the child becomes more confident in using appropriate communication skills.
Build Skills
Find a communication form that will be quick for the child to use and easily understood.
Picture or word communication systems are very effective as children with autism are often visual learners. Visual information is easier to process and interpret.
Give the child choices. A choice board can be used to allow the child to choose from two or more items or activities. This allows the child to see what is available and to express his specific needs or wants.
Simple sign language using basic signs for everyday needs is another effective way to communicate.
The same rules apply when you know a child can communicate their needs but choose not to.
You need to show the child that this behaviour does not work so you ignore the inappropriate behaviour. (It is important to note that the behaviour could worsen as the child tries even harder to get what they want)
Once the child is calm you can then use whatever form of communication system they are using to show them the appropriate way.
You can prompt them to use visuals, pointing, or you can give a verbal prompt. The child may protest initially but if you are consistent and constant in your approach the child will eventually realise that they will only get what they want if they communicates in this way.
Teach Tolerance
Teach waiting skills
A visual prompt can be used to teach the child to wait. Begin with teaching the child to wait for a few seconds before allowing access to the item or activity. Build the time up gradually.
First/then is another way to teach the child to wait. The child must first complete a task before then getting the item. Again the time can be adjusted gradually before the child can access the item or activity.
Teaching Change/not now
For some children with autism, change especially unexpected change, can be very upsetting for them. Routines provide consistency and predictability this will help children to feel reassured about what is happening on any particular day. It is therefore important to try to predict any changes that may occur and to prepare for them.
Social stories, visuals and timers can help to teach a child the concept of change or the unavailability of an item or activity. Teach the child the use of the change symbol and the ‘not now’ symbol during various activities so when the unexpected happens the child is familiar with these concepts and less likely to become upset.
Teaching the child ‘change’ and ‘not now’, allowing extra time to adjust, and parental support will help to reduce the anxiety and stress caused by any sudden changes in routine.
Teach finished
Children with autism very often have difficulty understanding that something has ended.
A finished symbol when taught and used consistently will help the child to understand.
A first and then card can also be used to show the child that something is finished and that it is time for something else.
The sign for finished is also very effective and quick to use.
Timers are another great way of teaching the child that something will finish. They are visual and cut out the element of surprise.
