Managing challenging

behaviours
Samantha Tavrou and Jackie
Sikic
Objectives
● To understand behaviour and why we might see certain
challenging behaviour in children
● To understand the vital role of sensory regulation in
supporting children’s engagement
● To understand the escalation of challenging behaviour
● To understand the role of positive behaviour supports in
managing challenging behaviours
● To add different tools and strategies to your coaching toolbox
that can be utilised before, during and after a coaching
session
● To see how tools can be related to a specific child through the
use of a case study example
Outline
● Function of behaviour
● Sensory Processing
● The Rage/behaviour Curve
● Positive Behaviour Supports
● Introduction of a case study: Johnny
● Strategies that support regulation and inclusion
● Strength based learning
● Question time
Function of behaviour
Reme
All be mber:
h
Antecedent/Trigger Behaviour comm aviour is
unica
tion!

Sensory Tangible/Object Attention

Gain Escape Gain Escape Gain Escape

(Autism Spectrum Australia, no date)

What is sensory processing?

Image reprinted from "Sensory Processing" by Sensational Kids Occupational Therapy, n.d.
(http://sensationalkidsot.com.au/home/sensory-processing). Copyright n.d. by Sensational
Kids Occupational Therapy.
What are the 8 sensory modalities?
Reme
mber
Intero :
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the pe n is
rcepti
sensa on of
tions f
inside rom
the bo
dy

Reprinted from "The 8 Sensory Systems" by Play it Forward Therapy.

(https://www.playitforwardtherapy.net/the-8-sensory-systems/). Copyright n.d. by Play
it Forward Therapy
 Sensory thresholds

Low threshold

High threshold
Rage curve
What to implement and when

Reme
mber
During :
meltd a
own, r
intera educ
ction a e
allow nd
move
where ment
possib
le
Positive Behaviour Supports
● Consistency – EVERYONE reacts the same way
Remem
Know ber:
● Persistent – pushing through the extinction burst your lo
point o west
f comp
● Labelled Praise – we are ALWAYS noticing It ’s bet romise
ter to !
“give i a g ree or
● Effective Instruction – what we DO want, not what we DON’T n” ear
ly than
respon in
● Ignoring the behaviour – Minimising reactions to an behav s e to a
ioural
escala
undesired behaviour tion

● Redirection – provide an alternative where possible

● Reward systems – a tangible acknowledgement of good
choices, and helps to maintain focus on a goal

(Raising Children Network, 2020)

Positive Behaviour Supports (cont.)
● Visual Supports – allows for reduction in verbal prompts, promotes organisation,
supports understanding of expectations, and makes things “linear”
● Social Stories – provides expectations for new experiences, gives something visual
to draw back on and reduces anxiety
● Sensory and emotional regulation supports – children may engage in challenging
behaviours when they are overwhelmed or over/under stimulated

(Raising Children Network, 2020)

Considering individual children
Case Study: Johnny
Background: Johnny is a friendly and engaging 8 year old boy with a
diagnosis of Autism Spectrum Disorder, a mild intellectual disability and
Developmental Coordination Disorder.

Interests/Strengths: Good expressive language, loves Minecraft, Watching

AFL, enjoys group activities.

Challenges: Challenges with receptive language, difficulty transitioning

between activities, resistant to attempting new/challenging activities,
sensory processing difficulties(sensitive to sound and visual inputs,
movement seeking).

Needs/Tools: Blocks ears or wears headphones in loud environments,

movement seeking, responds well to clear expectations and checklists.
Strategies for your tool box
Before Preparing your session
During - Strategies for the child’s sensory preference, the
activity and the environment
- Strategies that support regulation
- Strategies during a meltdown
After Evaluating the session (reflecting and revising
strategies used)
BEFORE
Preparing for the session
● Social story- sending it out to families a week before the
sessions start and encouraging those families to read it
with their children every day before the session
● Visuals- preparing visuals schedules, posters,
expectation charts and reward charts
● Liasing with parents/carers/teachers and other support
staff (including OT’s/Teachers aides/SP/Psyc etc) to
discuss;
- Current strategies used
- Triggers
- Setting realistic expectations and goals
SENSORY
Strategies to use DURING the session
CHILD’S SENSORY PREFERENCES

VISUAL STRATEGIES AUDITORY STRATEGIES

● Utilising visuals for communication (tangible) ● Use music to block out background noise (rhythmic
● Visual schedules and checklists steady repetitive beats)
● Limit visual distractions (cluttered space) ● Reduce background noise where possible (fans, AC,
● Allow hooded jumpers/sunglasses peers talking)
● Liquid timers for waiting ● Noise cancelling headphone/earmuffs
● Noise reducing earplugs
SENSORY
Strategies to use DURING the session
CHILD’S SENSORY PREFERENCES

TOUCH STRATEGIES ORAL STRATEGIES

● Fidget toys and items (e.g. blue tack, paper clips, ● Drinking cool liquid
rubber bands) ● Drink through a straw or a sports bottle
● Make touch predictable (ask before hand over hand) ● Taking slow deep breaths
● Vibrating toys/brushes or massage roller ● Eating crunchy foods/snacks before
● Consider textures of tennis equipment (e.g. smooth the session
vs fuzzy tennis balls, rough/spongy racquet grips etc.) ● blowing activities (e.g. pinwheels)
● Deep pressure inputs (avoid light touch)
 SENSORY
Strategies to use DURING the session
CHILD’S SENSORY PREFERENCE

VESTIBULAR (Movement and Balance)

Movement that is CALMING:

Horizontal/back and forth input: running,
● Slow and rhythmical movement
backwards walking, gentle swinging (prone or sitting) ● Movements in horizontal, vertical and side to
Vertical input: jumping, squatting, see-saw side planes

Side to side: side stepping, sideways swinging (e.g Movement that is ALERTING:
pommel/log swing) ● Movement that is fast, arrhythmic, and
Diagonal: swings/slides unpredictable
● Diagonal, rotary and upside down movements
Rotary: sit and spin, spinning cone, sausage rolling
Upside down: somersaults/waterfalls
SENSORY
Strategies to use DURING the session
CHILD’S SENSORY PREFERENCE

PROPRIOCEPTIVE STRATEGIES (Deep pressure)

● Exercise bands – pulling, stretching ● Body weight exercises (animal walks, wheelbarrows, planks, push
● Weighted ball games ups)
● Weighted products (e.g, weighted racquet ● Tug of war with ropes or stretchy bands
etc.) ● Crawling through tunnels (lycra tunnels, folding tunnels, cardboard
● Body Socks boxes etc.)
● Push and pull weighted items (e.g wheelbarrow or cart filled with
weighted items, tyre push, running against each other with stretchy
bands etc.)

Remember: When a child is beginning to become dysregulated it is best to use

deep pressure/ heavy work activities
General
Strategies to use DURING the session
STRATEGIES FOR THE ACTIVITY
● Coloured dots/mats/hoops to stand on
● Use of visuals (activity schedules and movements sequences broken down)
● Consider structure of the session (break up drills/skill practise with fun
sensory/movement activities)
● Incorporate lots of deep pressure and heavy work into activities
● Incorporate active movement activities during times of dysregulation
● Incorporate stationary and calming/regulating activities (deep breathing,
mindfulness)
● Provide fun activities before and after more challenging activities
● encourage drink breaks
● Quiet time/ time out passes
● Avoid unexpected loud noises (e.g. whistles without warning)
❏ Warm up

❏ Drills

❏ Brain Break

❏ Game

❏ Drink break

❏ Warm down

❏ Back to class
Strategies to use DURING the session
ENVIRONMENT

- Reduce distractions (e.g. stand with blank wall behind you when giving
instruction)
- Have small groups/pairs where possible
- Consider weather if outdoors (e.g. wind, heat, cold)
- Provide visual markers during waiting time and/or line up
- Whole class checklist with each activity
- Consider Individual checklists with specifics when needed
- Accessible quiet space and quiet space passes (use with timer) E.g. a
seat, blanket or small tent
- Accessible sensory supports kit (see previous sensory tool list)
Dealing with a ‘Meltdown’
In the moment (when the ‘thinking’ and ‘emotional’ brain are no longer talking)
● Recognise child is in a state of flight, fight or freeze
● Ensure safety
● Eliminate or reduce verbal communication as much as possible
● Avoid approaching if the child is safe
● Use visuals to communicate (use visuals/ gestures to direct behaviours)
● Provide with space
● Facilitate active movement wherever possible (running, jumping, kicking, punching
something appropriate)
● Remain calm (co-regulation)
● If verbal communication is required, only validate (avoid questioning or disputing)
Post session
Reflecting on and revising strategies used
Discussion with the child Discussion with the team Prepare your plan for
next time

● Reflect on previous emotions ● Look at the function of behaviour ● Reduce/remove triggers

● Acknowledge your child’s emotions ● Liaise with with ● Implement expectation
and validate their experience parents/carers/teachers charts
● Ask if they have suggestions for next ● Liasing with other support staff ● Set up reward charts
time ● Collect specific sensory
Reme equipment or contact
mber
Reflec : parents
tion is
the gr for ● Modify activities
een z
so you one ● Modify the environment
might
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uch la
ter.
Johnny’s Tennis session
STRATEGIES USED:

BEFORE ● Discussion with family and teaching staff re: interests and sensory preferences
● Provided a social story
● Made all visuals required (schedule for class, pass out card, ‘first tennis class, then computer’ visual)

DURING ● Used visual schedule

● Used coloured dots
● Provided a fidget toy to provide some movement during instruction time
● Heavy movement warm ups and breaks throughout
● Positive praise
● Ignored and redirected behaviour
● drink breaks
● time timer to show duration of the class

AFTER ● Discussion with family

● Reward system and expectation chart
● Modifying next session plan to include more active movement activities towards the end of the session
● Avoid use of whistle without warning
● Go through the plan for next time Johnny feels angry (practice kicking the crash mat)
 Johnny: Dealing with a Meltdown
Johnny’s rage strategies:
Running around the outside of the
court
Johnny’s revving Johnny’s recovery
Kicking a crash mat
strategies: strategies:
Limit interaction
● Pushing a trolley to Have a drink and snack
collect things *Ask a staff member to observe
Help to pack up (lifting
● Having some time in from a distance
heavy items, sweeping)
the quiet zone with
a weighted blanket Stretching and breathing
and a liquid timer warm down in another
space
Optimising engagement through strengths
Handouts
● Positive Behaviour Supports Glossary
● Sensory Strategies
● Social Story Example
● Further Reading and Suggested Resources
Reference list
Brown, C., & Dunn, W. (2002). Adolescent/Adult Sensory Profile [Measurement instrument]. Retrieved from
https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Motor-Sensory
/Adolescent-Adult-Sensory-Profile/p/100000434.html

Cooper, M. (2017). Sensory Processing Measure (SPM) vs Sensory Profile 2 [Webinar]. Pearson Clinical.
https://www.pearson.com/asia/events/2019/03/Comparing-and-contrasting-the-Sensory-Profile-2.html

Dunn, W. (2007). Supporting children to participate successfully in everyday life by using sensory processing
knowledge. Infants Young Child, (20), 84-101. doi:10.1097/01.IYC.0000264477.05076.5d

Dunn, W (2014). Sensory Profile 2 [Measurement instrument]. Retrieved from

https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Motor-Sensory
/Sensory-Profile-2/p/100000822.html?tab=pricing-ordering

Echt, J. (2019). The Pyramid of Learning. Retrieved from http://northsoreot.com/the-pyramid-of-learning

Forsight. (2019). Sensory Impairments. Retrieved from https://forsight.org.au/sensory-processing-disorder

Reference list
Jereb, G. (2011). The Traffic Jam in my Brain: A sensory Processing Approach to Challenges Associated with
Autism, ADHD, Learning and Behavioural Differences [Powerpoint slides], Wollongong, Australia

Novak, I. and Honan, I. (2019). Effectiveness of paediatric occupational therapy for children with disabilities: A
systematic review. Australian Occupational Therapy Journal 66(3). doi:10.1111/1440-1630.12573

Parham, L.D., Ecker, C., Kuhaneck, H.M., Henry, D.A., & Glennon, T.J. (2007). Sensory Processing Measure
(SPM) [Measurement instrument]. Retrieved from https://www.pearsonclinical.com.au/products/view/284

Parham, L.D., & Ecker, C. (2010). Sensory Processing Measure - Preschool (SPM-P) [Measurement instrument].
Retrieved from https://www.pearsonclinical.com.au/products/view/411

Pearson Assessments. (2019). Supporting Sensory Processing Differences for People with Autism Spectrum
Disorders. Retrieved from
https://www.pearsonassessments.com/content/dam/school/global/clinical/us/assets/sensoyprofile2/sensor
y-profile-2-sensory-processing-differences-infographic.pdf

Sensational Kids Occupational Therapy. (n.d.) Sensory Processing. Retrieved from

http://sensationalkidsot.com.au/home/sensory-processing