Page 21 - Coping With Students Challenging Behaviour

26. WARNINGS
Warn your child if they misbehave. This gives the child the opportunity to stop or change the prohibited behaviour. Agree on the number/frequency of alerts in advance. Stick to it.
27. TRIGGERS
Identify the triggers for challenging behaviours, monitor the child, and find the reasons for the behaviours. Mapping the pattern of behaviour in children to see how escalation occurs can be very helpful. It may be possible to start a calming routine before total meltdown if you are aware of the symptoms of escalation. Symptoms can include more than normal stimming, or rocking, asking to leave an environment, or simply bolting to escape etc. Understanding what triggers, the child/student is able to stop a meltdown before it happens.
28. RESTING PLACE
Find a place for the child to calm down (arrange it with the child), the resting corner is important for the child. Guide the child to calm
down and/or be alone to reduce, calm down, or regain control of themselves. Good idea is to supply the place with some child’s favourite items, e.g. fidget toys, books,
magazines.
MANUAL FOR TEACHERS, PARENTS AND OTHER SPECIALISTS TO PREVENT
AND COPE WITH CHILDREN’S CHALLENGING BEHAVIOUR 21
Resting place in the classroom
Corner in the classroom