Page 15 - Coping With Students Challenging Behaviour

homework in on Monday”. In doing this, you have communicated to the student exactly what they should do.
You should aim at keeping your communication calm, authoritative and neutral. If you speak calmly without resorting to sarcasm, shouting or demonstrating a loss of control, children are more likely to listen and to do what you ask. Always keeping your word regarding any type of sanctions for bad behaviour, children will know where they stand.
And also, be active when communicating with the child. If you need to send a negative message, start with a positive one. When communicating, switch off the phone, switch off the TV, stay present.
14. MOTIVATION
It is important to motivate the child. Motivation is a key factor when working or instructing with individuals on the autism spectrum, and the key to what motivates can often be found in a person’s interests and hobbies. When creating schedules, make sure some time for interests/hobbies is allotted. This can be a motivator for doing less preferred tasks beforehand.
15. PRAISE
The child should be praised for his efforts, and try to highlight his trouble. This is necessary for further motivation and cooperation. It is also important to praise a child when the tantrum is over. It can also be good to acknowledge their feelings. Learning to cope with challenging emotions is a very important life skill. Children should definitely be congratulated when they manage to calm themselves.
MANUAL FOR TEACHERS, PARENTS AND OTHER SPECIALISTS TO PREVENT
AND COPE WITH CHILDREN’S CHALLENGING BEHAVIOUR 15