Behavioural challenges for school aged children

Autistic children and teenagers can demonstrate a range of behavioural challenges that can impact their learning, wellbeing, and safety, as well as that of their families, peers, and educators.

Understanding the causes of these challenging behaviours and how to support them helps improve their quality of life and participation in the community. 

Absconding/wandering

Wandering, often referred to as absconding, is a behaviour of concern for some children on the autism spectrum. Autistic children may abscond when they are alone or under supervision, and their reasons for doing so vary. 

The nature of absconding can range from bolting towards or away from a specific place or stimulus to wandering aimlessly without a clear destination in mind. Some children might try to reach a favourite spot or escape an overwhelming situation like excessive noise or crowded places. It is also common for wandering to occur in new or unfamiliar settings, causing the child to feel disoriented or stressed.

Autistic children who abscond often may not recognise the dangers associated with their behaviour and may not have skills to keep themselves safe (e.g., road awareness and swimming skills). It is vital to address this issue through professional intervention and learning strategies.

Here are some other considerations for preventing absconding:

Modify familiar environments

Tailoring the child’s environment to minimise triggers can be highly effective. For instance, if a child is drawn to water, avoiding or closely supervising visits to pools, lakes, and beaches is crucial. Similarly, if noise triggers a child to abscond, avoiding loud places or mitigating noise sensitivity with headphones can help. 

Prepare for unfamiliar environments

Children transitioning to new settings, like from primary to secondary school, might require detailed orientation plans to ease their anxiety and reduce their desire to abscond. This might include several visits to the new school and meetings with future teachers.

Teach safety skills

Use social stories to teach the child what to do if they get lost. Discussing who they should and should not speak to and identifying safe places they can go can provide them with tools to manage situations when they are disoriented or scared.

Use positive reinforcement

Incorporate positive reinforcement techniques, such as praising or rewarding the child when they demonstrate alternative behaviours to absconding, such as staying close during outings or communicating their discomfort in social situations. This reinforcement makes the new behaviour more appealing and likely to be repeated.

Plan for emergencies

Having a detailed emergency plan is essential. This should include keeping an updated photograph of the child and essential information like their name, address, and specific behaviours. Informing local authorities (particularly police), schools, and neighbours about your child’s tendency to abscond can help them to help you.

Consider professional support

Professionals such as psychologists or behavioural therapists can assist with absconding by employing Positive Behaviour Support (PBS). This approach focuses on understanding why the child wants to abscond and then teaching alternative behaviours that address the underlying reason. 

For example, a child who wanders to escape a noisy environment might be taught to identify a quiet corner or use noise-cancelling headphones as an alternative coping strategy. Replacement behaviours might also include teaching the child to communicate when they want to leave a place or feel overwhelmed so they don’t feel the need to abscond. 

Autistic meltdowns

Autistic meltdowns are often misunderstood as temper tantrums. However, this couldn’t be further from the truth. Meltdowns and temper tantrums may appear similar to onlookers, but they are fundamentally different:

Purpose

Tantrums are goal-oriented, often used by frustrated children to get something they want. On the other hand, meltdowns are uncontrollable reactions from autistic people to sensory or emotional overload.

Triggers

Tantrums are triggered when a child is denied something, while meltdowns are triggered by sensory overload, emotional distress or disruptions to routines that push an autistic person’s limit too far. 

Duration and intensity

Meltdowns last longer and are more intense than tantrums.

A meltdown is a complex and intense response to an overwhelming situation, not ‘bad behaviour’ or a behavioural problem. It is an involuntary physiological response to feeling overwhelmed, in which an autistic child, teenager or adult loses complete control over their behaviour. A meltdown can involve the following behaviours:

• Physical aggression: This can involve hitting, kicking, or biting, not because the person wants to cause harm but because they are extremely distressed.  
• Self-injurious actions: Head-banging, hitting oneself and pulling hair.
• Destructive behaviours: Throwing objects and destroying property.‍
• ‍Vocal outbursts: Yelling, sobbing, screaming, and other vocal reactions. ‍
• Absconding or running off: Suddenly running away or trying to escape. This could involve climbing fences, breaking things or jumping off things. ‍
• 'Zoning out': This can be a part of the 'freeze' response in fight, flight, or freeze mode, where an individual might not be able to communicate, move or respond to other people. 

Meltdowns will usually only stop when the trigger is addressed; recovering from a meltdown takes a lot of time. Helping someone move to a quieter space once it is safe can help with this recovery. Avoid asking someone why they had a meltdown while recovering; wait until they’re completely calm to discuss what has happened. 

Effective management of autistic meltdowns involves understanding triggers, early intervention, and prioritising safety. Here’s how you can help in the different stages:

During a meltdown

During a meltdown, ensure the individual is in a safe environment where they cannot hurt themselves or others. This might mean moving to a quieter space or using barriers to block off potentially dangerous areas. Communicate clearly and concisely with the child; complex instructions or emotional pleas may increase stress. Techniques such as deep breathing, pressure vests, or distraction can help - some children may also respond well to auditory or visual stimuli, such as calming music or a visual focus point.

After a meltdown

After a meltdown, give the individual time to recover. Avoid discussing the meltdown immediately, as they may still be processing the event. Therapeutic strategies such as behavioural assessment and functional communication training can be beneficial. Professionals can offer personalised strategies that are tailored to the individual’s needs.

Preventing a meltdown 

Understanding what triggers a meltdown can prevent re-occurrences. This might include avoiding noisy environments, adjusting lighting, or removing certain foods from the diet. A predictable routine can be calming for autistic individuals. Keeping a consistent schedule reduces anxiety and helps prevent situations that might lead to a meltdown. Preparing the individual for upcoming changes can also help reduce anxiety that leads to meltdowns. 

It is essential to provide nonverbal or minimally verbal children with effective ways to communicate their needs and feelings. This might involve speech devices, picture cards, or other augmentative and alternative communication (AAC) forms. Sensory aids like noise-cancelling headphones, weighted blankets, or other comforting objects can help manage sensory sensitivity. 

Schools and community groups can also help by creating inclusive environments that recognise and accommodate the needs of autistic individuals.

Other challenging behaviours

Other behavioural challenges commonly experienced by children with autism include refusing to follow instructions, disruptive behaviour in classrooms, invading personal space, and physical aggression towards themselves or others. Remember, these behaviours are usually a result of the child being overwhelmed or unaware of appropriate social behaviours rather than being intentionally inappropriate.

Challenging behaviour in autistic children can often be traced back to several key factors:

Effective management of challenging behaviour involves a combination of understanding, patience, and proactive strategies:

• Individual behaviour focus: Start by focusing on one specific behaviour. Identify the triggers and situations where this behaviour occurs.‍
• Skill development: Teaching practical skills for dealing with triggers, such as using noise-cancelling headphones or practising emotional regulation, can empower children and reduce challenging behaviours.‍
• Use of visual aids: Tools like social stories and visual schedules can help children understand and cope with transitions and new routines.‍
• Implementing clear rules and consequences: Establishing and enforcing clear rules helps children understand expectations. Positive reinforcement encourages good behaviour, whereas appropriate consequences can discourage negative behaviour. ‍
• Promoting downtime: Allowing time for rest and recovery, especially in a low-sensory environment, can help children reset their emotional states.‍
• Positive reinforcement: Positive consequences are highly effective in encouraging desirable behaviour. This can include extra playtime, choice activities, or small rewards, reinforcing good behaviour constructively. Negative consequences should be used sparingly and never in response to meltdowns or stimming, as these behaviours are coping mechanisms rather than deliberate choices.‍
• Boundaries: Clear, positive rules that focus on what children should do rather than what they shouldn’t do can be more effective. For instance, rules like "We keep our hands to ourselves" or "We use kind words when we speak" are straightforward and promote positive interactions.‍
• Planning and preparation: Anticipating and planning for potential challenges can alleviate many difficult situations. This might include preparing for outings with favourite items or scheduling activities when the child is most rested and calm.‍
• Reconnecting after incidents: After an episode of challenging behaviour, it’s important to reconnect with warmth and understanding so the child feels supported.‍
• Seeking professional help: If challenging behaviours continue or escalate, consulting with healthcare professionals such as paediatricians or psychologists can provide specialised strategies and support.