Supporting Non-Escalating Behaviour – Proactively Preventing Outbursts

Preventing Outbursts - Supporting Non-Escalating Behaviour in Children #autism #adhd #odd #parenting


If you have ever dealt with a child having a meltdown or an outburst, then you know that de-escalating  the situation is no easy feat. In fact, it’s nearly impossible.  A meltdown may seem unpredictable, and include aggressive or destructive behaviour. It is very different from a temper tantrum because the child is not in control of themselves during the outburst. So, proactively preventing outbursts is a more successful approach than de-escalation.

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In order to be successful at preventing outbursts, you must be able to Identify:

  1. Early warning signs and know how to intervene
  2. Environmental factors that can be manipulated
  3. Replacement behaviours that can be taught – which will serve the same function as the problem behaviour

Anatomy of A Meltdown

The diagram below is a representation of what happens when a meltdown or outburst occurs. When a child is calm, they follow directions,  ignore distractions, accept praise and feedback. This is, of course, the ideal state.

Preventing Outbursts - Non-escalating behaviour

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Calm – Time For Prevention

When your child is in the calm state, you must focus on prevention. Use positive reinforcement often and give your child opportunities to be successful. Our brain is wired to accept reinforcement better than consequences.

This is the perfect opportunity to communicate positive expectations because your child is receptive. You can also use these times for teaching skills like problem solving, and self-regulation. This is the ideal state for your child when they are in school and also the best opportunity for teaching.

1. You can do activities that encourage relaxation and de-stressing

  • Use a colour changing LED light or candle and practice taking breaths in and out as the colors changes. This is a great activity for promoting mindfulness and calming techniques.Depending on your child’s interests, amazon offers an array of color changing lamps, like this one.
  • Play mindful games – I recently attended a webinar hosted by ADDitude magazine about how to improve attention, focus, and self-regulation using mindful activities. The webinar presenter recommended these mindful games activity cards.
  • You may have trouble getting your child to participate in these calm and quiet activities at first. That is completely normal, but you can build up the time slowly, like stamina. So, if your child is practicing their breathing and are only able to focus for 30 seconds, that’s fine. Give them positive reinforcement for trying. Then push for 35 seconds of breathing on the next day.
  • It’s important to practice these activities often when your child is calm, so that when they do become upset you can prompt them to do their breathing then, too. You can’t teach this in the moment when your child is already having an outburst.

2. Proactively address sensory integration issues

  • Ensure that children with autism, ADHD, or sensory processing are supported daily in sensory regulating activities. This can be done by identifying triggers, and calming activities. For example,  if loud noises are a trigger, have a quiet space for your child or bring along a pair of noise reducing headphones.
  • Regular breaks for sensory activities are helpful in preventing outbursts. Allow your child to have a stress ball, or silly putty for tactile and proprioceptive input. Take movement breaks to do proprioceptive input activities like some of these whole body movements.
  • Occupational Therapists are now commonly recommending sensory “snacks” instead of sensory “meals” – This means spending 5 minutes, once an hour, doing a full body activity. Instead of spending 30 minutes a couple times a day doing activities. Short but frequent intervals is more effective.

3. Plan Your Schedule and Practice Your Exit Strategy

  • Children with autism prefer to have a planned schedule rather than continual surprises throughout the day. Create a schedule so your child knows what to expect – this could be visuals, or a written list, depending on the individual.
  • Have a pre-planned signal your child can give you to communicate that they are in a tense or stressful situation. This takes a lot of practice but once successful this can be used so you can intervene before the situation escalates.

Trigger – Be Proactive

When the trigger has occurred, your child is no longer in their calm state. This is the point when you must recognize the trigger occurred and begin supporting non-escalating behaviour. If you recognize and intervene at the trigger, there’s an 80-90% chance you can prevent the situation from escalating.

Possible Triggers:

  • Repeated failures or frustrations – being expected to do things they can’t do
  • Low rate of positive reinforcement
  • Unexpected event – sudden change from routine
  • External sensory issue – lights, noise, smells, etc
  • Internal issue – hunger, thirst, tired, feeling sick, in pain, etc.

Warning Cues:

  • Changes in body language
  • Physiological changes such as redness in face/ears
  • Tensing up
  • Stimming
  • Pacing, unable to sit still
  • Scratching/picking, etc.
  • Echolalia
  • Change in tone of voice

You must watch for cues and recognize the trigger before their frustration overflows and escalates to a meltdown. These cues may be subtle and require a keen eye to notice. Children have their own unique cues and you will know what your child’s are better than anybody else.

After a trigger, focus on intervention and redirection in order to be supportive of non-escalating behaviour and preventing outbursts.

What To Do

After you’ve noticed warning cues and identified the trigger, you need to intervene. Consider some of the following interventions to support non-escalation:

1. Remove or modify the trigger

If the trigger is sensory related, modify the environment or accommodate the child. You may need to give your child a fidget to use, or have a movement break. Movement helps us get our senses back to the “just right” zone necessary for calm. A change of environment may be needed, or a redirection to a preferred activity.

2.  Increase Opportunities for Success

If your child is feeling frustrated after repeated failures – give them an opportunity to be successful. Ask them to do a task you know they can do and increase the amount of positive reinforcement you are using. The positivity can ease some of your child’s frustration and help them feel calm again.

3. Create a Break Box

Collect 15-20 small items you can keep together as part of your break box. When you start seeing cues that your child is frustrated allow them to  take a short break with their break box to do a calming activity. You can include things like coloring books, fidgets, play doh, puzzles, word searches, etc. The break box can be tailored to your child’s interests. You can easily create your own by picking up some dollar store items, but you can also build your own custom break box online with fun and function.

4. Deal with internal problems promptly

This can take a bit of detective work because children often don’t know how to express what is happening inside their bodies, they may not even know what it is they are feeling. However it is really important because no amount of manipulating the environment will help your child if the problem is internal. Offer a drink or snack, or ask them if they are in pain or feeling ill.

Agitation – Intervene Now

Once your child reaches a state of agitation, you will start seeing an increase in negative behaviour. If you intervene now, you have about a 30-40% chance of preventing the situation from escalating. This may include:

  • Inability to stay on task
  • Oppositional
  • Whining, complaining. back talking
  • Increased stimming and body movements
  • Resisting transitions
  • Not listening to instructions
  • Withdrawal

This is the last chance for intervention if you are preventing outbursts and supporting non-escalating behaviour. When your child is in a state of agitation their frustrations are extremely close to overflowing into a full meltdown. Their fight or flight instinct is going to take over.

1. Answer the question – why?

What purpose does the behaviour have? Understanding why your child is acting a certain way is the key to changing it. You must understand the function in order to plan a successful last chance intervention.

2. Make immediate environment modifications

Take your child out of the current environment and go somewhere for a break. A change in scenery can help when calming a child. If there is a sensory issue deal with it immediately by removing or modifying the trigger.

3. Give Child Reasonable Options/Choices

When a child is frustrated they often feel like they have lost control of a situation. Offering choices or options can help them feel as though they’ve regained a bit of control. These choices are things such as “Do you want to walk to the dinner table or do you want to skip there?” “Do you want to wear your purple shirt today or your green shirt?”

4. Match Their Language or Stop Talking

When your child is on the verge of a meltdown, communication becomes increasingly difficult to process. Matching your child’s language can help you make sure you’re talking in a way that they can understand. So if your child talks to you in two word phrases, respond in two word phrases, not full sentences.

Then make sure you’re giving them time to process what you’ve said. If you start repeating yourself before you have given your child time to process what you said the first time they will become more frustrated and unable to follow your instructions. Processing time increases as levels of stress increase.

5. Use Positive Engagements

Look for opportunities to use positive reinforcement. As the saying goes, every cloud has a silver lining. Even if your child is acting out, search for the positive in the situation and use it.

You can also try adding humour to the situation and attempt to get your child laughing. In the past my son has kicked his shoes off angrily while in the car. I picked his shoes up and used silly voices to make each of his shoes “talk” about how they like when he wears them. It soon had him giggling and I was able to stop the situation from escalating.

Acceleration – Escalation Will Run It’s Course

Unfortunately, once your child has reached the point of acceleration, the escalation of the meltdown will most likely need to run it’s course. You must understand that at this point your child has lost control of their behaviour. This may include things such as:

  • Hitting
  • Spitting
  • Running
  • Biting
  • Aggression
  • Destructive behaviour
  • Screaming

At this point, maintaining everyone’s safety is the most important thing.

1. Use Non violent crisis intervention skills

Remove anything that could be potentially dangerous to yourself or your child. Move away from the situation – give them some space while ensuring their safety. If other people are around, have them leave/move away as well. Do not touch or attempt to move the child unless they are in a dangerous place.

2. Disengage

Stop talking. At this point your child cannot process what you are saying. There is no reasoning with them or explaining right now and they will not be receptive to anything you say.

Peak

The peak is the most severe part of the meltdown. Continue the same way as you were during the acceleration while focusing on safety.

Deceleration —- > Recovery

After the peak begins the deceleration. At this point the behaviour becomes less and less severe. When your child reaches the state of depletion they will feel drained. During this time focus on re-establishing your child’s routine and starting anew. Do not nag, blame, punish, or force apologies. Your child is recovering at this time from an event that was extremely stressful.

After recovery, when your child has returned to their calm state, talk about what happened. This is the ideal time to give any consequences, explaining why, and talking about expected behaviour. You can work on teaching those replacement behaviours and calming activities that were discussed.

Look back at where things started to go awry and plan what you can do next time to prevent them same escalation from occurring.

Successful Non-Escalation and Preventing Meltdowns

In order to be successful at supporting non-escalation behaviour you must intervene early. Prevention would be ideal, but understandably that is not always possible. Triggers can happened unexpectedly and be unpredictable. It’s important to be ready to intervene at the earliest sign of frustration. The sooner you begin intervention the more likely you will be able to stop the behaviour from escalating.

After your child has a meltdown, think about the following questions:

What did your child do, and what was the function?
What appropriate behaviour could they do instead that will have the same function?
How can I help them learn that new skill and replace the behaviour?

To learn even more about preventing outbursts and supporting non-escalating behavior click here to download my comprehensive guide to avoiding outbursts.

You can get some tips about using positive reinforcement for teaching replacement behaviours here.

Preventing Outbursts - Supporting Non-Escalating Behaviour in Children #autism #adhd #odd #parenting

Sources – PBIS , KQED

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