Behavioural challenges for young children

Autistic children 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 these individuals helps improve the quality of life of autistic children and their participation in the community. Learn more about these behavioural challenges and how to assist young autistic children who experience them in a safe, positive and effective way.

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 be trying 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, swimming skills). It is vital to address this issue through professional intervention and learning strategies.

Here are some 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, such as daycare, preschool or kindergarten, might require detailed orientation plans to ease their anxiety and reduce their desire to abscond. This might include several pre-visits to their childcare/kindergarten and meetings with future educators.

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), early learning centres, 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 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 and 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:

Other challenging behaviours

Other behavioural challenges commonly experienced by children with autism include refusing to follow instructions, disruptive behaviour, 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:

• Social communication difficulties: Many autistic children have trouble understanding social cues, which can lead to misunderstandings and inappropriate behaviour.
• Sensory sensitivities: Sensory overload can cause distress and challenging behaviour.
• Difficulty with change: Transitions or changes in routine can be particularly hard for autistic children, leading to anxiety and resistance.
• Emotional regulation: Expressing and managing emotions is often more difficult for autistic children, which can trigger challenging behaviours when they feel misunderstood or unable to cope.

Strategies and tips

Effective management of challenging behaviour requires understanding, patience, and proactive strategies. It’s important to begin by focusing on one specific behaviour rather than attempting to address every challenging behaviour at the same time. By identifying and reflecting on the triggers—such as when and where the behaviour usually occurs—you can understand what might be causing it.

Once these triggers are understood, adjustments can be made to either remove them or introduce strategies to manage them. For example, a child sensitive to noisy environments might benefit from using noise-cancelling headphones or fidget toys to reduce anxiety. Visual supports and social stories can also assist children in understanding and coping with transitions and new routines. Allowing time for rest and recovery after high-stress activities can also prevent challenging behaviours. Establishing clear rules and consequences is also important, as it helps children understand expectations. 

Positive reinforcement, such as extra playtime or small rewards, is highly effective in encouraging desirable behaviour. Negative consequences should be used sparingly and never in response to coping mechanisms like meltdowns or stimming. Clear, positive rules that focus on desired behaviours, such as ‘We keep our hands to ourselves,’ are more effective in promoting positive interactions.

After an episode of challenging behaviour, it’s important to reconnect with the child with warmth and understanding, ensuring they feel supported. If challenging behaviours persist or escalate, seek professional help from healthcare providers, such as paediatricians or psychologists, who can offer specialised strategies and support.