Behaviour and Triggers

By Melissa Biedak

Clinical Director

Neurodiverse Playhouse

Art Therapist, Certified Autism Specialist, Podiatrist

B Hlth Sci (Podiatry); Graduate Certificate Education (Autism); Diploma Art Therapy; Yoga Teacher; Certified Zumbini Instructor, Certified Autism Specialist

Neurodiverse children, including those with autism spectrum disorder (ASD), ADHD, and other neurodevelopmental differences, may face unique challenges in school settings. Behavioral issues can arise due to a variety of triggers, impacting their academic performance and social interactions. In this blog, we'll explore the various triggers that can cause behavioural issues in neurodiverse children at school and discuss evidence-based strategies to effectively manage them.

Identifying Triggers for Behavioural Issues:

1. Sensory Overload: Neurodiverse children may be hypersensitive or hyposensitive to sensory stimuli, such as loud noises, bright lights, or crowded spaces. Sensory overload can lead to anxiety, frustration, or meltdowns in the classroom (Baranek et al., 2006).
2. Transitions and Changes: Difficulty with transitions between activities or changes in routines can be challenging for neurodiverse children, causing stress and anxiety. Unexpected changes in the schedule or environment may trigger behavioural outbursts (Koegel et al., 2012).
3. Social Interactions: Social situations, such as group work or unstructured playtime, can be overwhelming for neurodiverse children who struggle with social communication and understanding social cues. Peer rejection or bullying may also contribute to behavioral difficulties (Bellini, 2004).
4. Academic Demands: Academic tasks that require sustained attention, organisation, or problem-solving skills can be particularly challenging for neurodiverse children with ADHD or specific learning disabilities. Frustration with academic demands may manifest as disruptive behaviors (DuPaul et al., 2016).
5. Emotional Regulation: Neurodiverse children may have difficulty regulating their emotions, leading to outbursts of anger, sadness, or anxiety. Stressful situations or unresolved conflicts with peers or teachers can exacerbate emotional dysregulation (Mazefsky et al., 2018).
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Neurodiverse Playhouse ensures comprehensive support for both neurodiverse children and teachers to effectively manage triggers for behavioural issues in the classroom. Here's how Neurodiverse Playhouse can support:

1. Sensory Supports: Neurodiverse Playhouse integrates sensory accommodations seamlessly into the classroom environment, preparing neurodiverse children for school. This includes providing noise-canceling headphones, fidget toys, and designated sensory-friendly spaces where children can retreat when feeling overwhelmed. Additionally, Neurodiverse Playhouse implements structured sensory breaks throughout the day, allowing neurodiverse children to regulate their sensory input and maintain optimal arousal levels (Bunford et al., 2015).
2. Visual Supports: Visual aids are integral to Neurodiverse Playhouse's approach in preparing neurodiverse children for school. Utilising visual schedules, timers, and cue cards, Neurodiverse Playhouse helps neurodiverse children understand transitions and anticipate changes in routine. These visual supports are strategically incorporated into daily activities, providing predictability and structure that reduce anxiety and resistance to transitions (Plavnick et al., 2015).
3. Social Skills Training: Neurodiverse Playhouse prioritises social skills training to equip neurodiverse children with essential interpersonal skills, preparing them for school. Through peer buddy systems and structured social activities led by trained staff, Neurodiverse Playhouse fosters positive peer interactions, cultivates friendships, and creates a supportive social environment for all children (Kamps et al., 2019).
4. Individualised Instruction: Recognising the diverse learning needs of neurodiverse children, Neurodiverse Playhouse provides individualised instruction tailored to each child's unique profile, preparing them for school. Educators at Neurodiverse Playhouse differentiate instruction by providing alternative learning materials, preferential seating, and opportunities for movement breaks to support attention and engagement in academic tasks (Reid et al., 2019).
5. Emotional Regulation Strategies: Emotional regulation strategies are integrated into Neurodiverse Playhouse's daily routine to prepare neurodiverse children for school. Through structured mindfulness activities, deep breathing exercises, and self-calming strategies led by trained staff, Neurodiverse Playhouse promotes emotional resilience and well-being among its students (Singh et al., 2010).
6. Assisting with Individual Education Plans (IEPs): Neurodiverse Playhouse collaborates closely with schools and teachers to assist in creating Individual Education Plans (IEPs) for neurodiverse children, ensuring that their specific learning needs and behavioural challenges are addressed effectively. By providing valuable insights into the child's strengths, weaknesses, and support requirements, Neurodiverse Playhouse helps develop tailored strategies and accommodations to promote academic success and social inclusion within the school setting.
7. Providing Teacher Training: Neurodiverse Playhouse offers comprehensive teacher training programs designed to help educators identify and manage triggers for behavioural issues, as well as optimise classroom setup for neurodiverse children. These training sessions cover topics such as understanding neurodiversity, recognising common triggers and behaviours associated with neurodevelopmental differences, implementing evidence-based strategies for behaviour management, and creating an inclusive and supportive learning environment. By equipping teachers with the knowledge and skills to effectively support neurodiverse children, Neurodiverse Playhouse empowers educators to foster positive academic and social outcomes for all students.

Conclusion:

Neurodiverse Playhouse adopts a holistic approach to preparing neurodiverse children for school and supporting teachers in managing triggers for behavioural issues. By providing sensory supports, visual supports, social skills training, individualised instruction, and emotional regulation strategies, Neurodiverse Playhouse creates an inclusive and supportive learning environment where neurodiverse children can thrive academically and socially. Through collaborative efforts between educators, support staff, and families, Neurodiverse Playhouse empowers neurodiverse children to reach their full potential and achieve success in school and beyond.

For more information please email us at: letsplay@neurodiverseplayhouse.com.au

References:

Baranek, G. T., David, F. J., Poe, M. D., Stone, W. L., & Watson, L. R. (2006). Sensory experiences questionnaire: Discriminating sensory features in young children with autism, developmental delays, and typical development. Journal of Child Psychology and Psychiatry, 47(6), 591-601.

Bellini, S. (2004). Social skill deficits and anxiety in high-functioning adolescents with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19(2), 78-86.

Bunford, N., Brand, S., Roth, N., & Geist, K. (2015). Using sensory integration strategies to manage challenging behaviors in school settings: A pilot randomized controlled trial. Research in Autism Spectrum Disorders, 17, 40-51.

DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2016). ADHD in the classroom: Effective intervention strategies. Theory into Practice, 55(1), 25-32.

Kamps, D. M., Leonard, B. R., Vernon, S., Dugan, E. P., Delquadri, J., Gershon, B., ... & Folk, L. (2019). Peer networks for social inclusion of students with autism: Applying the peer partners program. Inclusion, 7(1), 24-37.

Koegel, L. K., Koegel, R. L., Ashbaugh, K., & Bradshaw, J. (2012). The importance of early identification and intervention for children with or at risk for autism spectrum disorders. International Journal of Speech-Language Pathology, 14(2), 148-151.

Mazefsky, C. A., Herrington, J., Siegel, M., Scarpa, A., Maddox, B. B., Scahill, L., & White, S. W. (2018). The role of emotion regulation in autism spectrum disorder. Journal of the American Academy of Child & Adolescent Psychiatry, 57(12), 853-861.

Plavnick, J. B., Kaid, T., & Macfarlane, J. R. (2015). Enhancing academic engagement for children with autism spectrum disorder using visual supports. Psychology in the Schools, 52(3), 241-254.

Reid, R., Trout, A. L., & Schartz, M. (2019). Strategies for addressing academic problems in students with ADHD. Teaching Exceptional Children, 51(4), 219-228.

Singh, N. N., Lancioni, G. E., Winton, A. S., Karazsia, B. T., & Singh, J. (2010). Mindful staff increase learning and reduce aggression in adults with developmental disabilities. Research in Developmental Disabilities, 31(3), 617-625.