Understanding Child Behavior

• "Difficultness" lies more in the perception of the beholder than in the child's actual behavior.
• How a child's behavior is seen is subjective, influenced by individual expectations, biases, and tolerance, rather than being an inherent trait of the child.
• A child seen as "enthusiastic and lively" by one person might be considered "disruptive and hyperactive" by another.
• Behaviors may be an attempt to communicate a child's frustration, which can stem from various factors

Children

• Behaviors that may develop that are caused by feelings of frustration include:
• "You're asking me to do something that is too difficult” due to inappropriate expectations.
• “I don't understand what you want" due to misunderstanding expectations.
• “I want a certain thing, and I want it now" due to immature self-control.
• “I'm bored; pay some attention to me” due to boredom.
• “This is so much fun, I just can't help myself” due to group contagion.

Handling Tantrums

• Tantrums involve loss of control, unreasonable demands, crying, and expressions of anger or frustration.
• Ensure a child isn't harming themselves, others, or property during a tantrum.
• Removing a child from a situation may calm them, with a bear hug needed for containment.
• Nonverbal methods such as singing can help, but kids may resist soothing and contact.
• Trying to reason with a child will not work because During tantrums, kids cannot process logic and language
• Giving into a child's demands won't satisfy them and may worsen the tantrum.
• Provide time for the child to quiet down and "make the first move" after the storm.
• Acknowledge the child's impulse and feelings, and just hold them, when logic return teach them the logic
• If a child makes unreasonable or "wishy-washy" demands, don't give in because he won't be satisfied, and trying to meet his needs may exacerbate the tantrum.

Temper Tantrums

• These are normal at age 2 and don't signify a "difficult" child.
• It's important not to perceive tantrums as a battle but as an opportunity for emotional regulation help.
• Consistent responses will help children learn to handle transitions without tantrums.

Prevention for Emotional and Behavioral Challenges

• Environmental preparation can prevent these issues.
• Scheduling, curricular implementation, touch control, signal interference, and carefully choose which battles to pick
• Aggressive behavior is not permitted; play behavior should be de-escalated.
• Consider value of time away instead of time-out, deal consistently with tantrums, and help kids feel good about themselves.

Positive Behavior Support Procedure

• Step 1: Conduct an "A-B-C" analysis over at least a week:
• A (Antecedent): What happens just before the behavior?
• B (Behavior): What does the child do?
• C (Consequence): What happens immediately after the behavior?
• Example: A child looks at the teacher, the child begins to scream, and the teacher approaches, so the child runs towards the door.
• Step 2: Describe the unacceptable behavior: What the child does, when, where, and with whom.
• Step 3: Hypothesize why the behavior is happening:
• Is it internal like medication or illness?
• Is the child trying to escape or get attention?
• Trying to obtain a desired item or activity?
• Step 4: Determine the message the behavior sending:
• Perhaps the child is using this behavior to try to communicate something
• "I'm in pain," "Let me out of here!", "Please touch me, come close to me!"
• Step 5: Identify "triggers" using information from Step 1's antecedent.
• Step 6: Plan environmental changes to reduce triggering behavior: Place certain items out of reach, keep children at a distance, and dampen sound in the room.
• Step 7: Replace behavior: Child can sign "Stop" instead of hitting, point to a "Quiet Zone" card for time away, or sign "All done" instead of dumping food.
• Step 8: Plan consequences with staff if the behavior continues, for example:
  • Teacher removes child, and all adults move away.
• Extinction like ignoring may increase behavior before it decreases.
• Step 9: Monitor the frequency/intensity of the behavior to measure if it decreases.

Logical Consequences vs. Punishment

Steps for a Tantrum

• Observe the Cause of the Tantrum and Understand what is triggering the reaction
• Not wanting to stop current activity, disliking dressing, pressured transition, or tired/hungry.
• Give Warnings/Transition Preparation before a change occurs.
• Use time warnings, count downs, and visual cues like pictures or a specific song.
• Allow small choices:
• Do you want the red or blue jacket?" "Put on shoes yourself, or do you want help?" "Teddy bear or toy car on the walk?" Instead, offer limited choices that lead to the desired outcome.
• No open-ended questions like "Do you want to walk?" or the child could say "no" with no room for negotiation Get Down to Child's Level & Recognize Their Feelings, staying calm and showing you understand.
• "I see that you don't want to put on your shoes. I understand. Do you want us to do it together?" "Tough to stop playing, isn't it?"
  • In a tantrum they can't process much information.
• Use few words & and stay calm
• Stay Firm & Calm
  • Don't cancel the walk for the walk, reinforce behavior
  • Don't "reason" with the child during the tantrum until the child calms down & try again
  • If they are still upset, gently proceed with putting on their shoes, proceeding patiently
• If that fails, start offering distraction: "What color car?", "Race you to the door," or "Walk like a giant robot".
• After, Praise Positive Behavior
• "Great job putting on your shoes by yourself!" "That was tough, but you did it! Now we can go on a nice walk!“
• Avoid the following: "Stop crying," threats, and do not give in to tantrums or they will gain control.
• Children at risk for neurodevelopmental disorders (autism, ADHD), trauma history, or emotional regulation issues face more intense and prolonged tantrums.
• Key adjustments for them include setting: predictability, consistent responses, structured transitions and Regulation Support.
• With ASD they are: more frequent, intense, and longer-lasting due to difficulties with emotional regulation, sensory overload, and sudden transitions.
  • Prevention aims at reliable routines

Ways of Reducing Tantrums

• Visual Schedules with step-by-step instructions to change
• Boards of First Then to change the behaviour
• Timers & Countdowns for transition

Soothing Children During Tantrums

• "I'm here to help when you're ready", "I see that you're upset"
• Use simple comforting language
• Give non verbal queues
• Hug child

Meltdowns during Tantrums

• Lower the sensory overload, lower the lights to remove noise and find a clam space
• A guide them to a Safe Place by calming them and not punish

Communications after Tratum

• Use simple question and add images to help find root of tantrums and show alternative communication skill

DIR/Floortime Approach in Early Intervention

• A therapeutic approach designed to support the development of children.
• This method emphasizes engaging children through play by following their interests to foster emotional, social, and cognitive growth.
• Uses in conjunction with or instead of ABA (Applied Behavior Analysis) Three components:
• D (Developmental): Find a child's unique developmental stage and meet them where they are.
• I (Individual Differences): Understand that every child has unique sensory, motor, and emotional processing abilities.
• R (Relationship-Based): Build strong, trusting relationships as the foundation for learning and emotional growth.

Examples of DIR/Floortime Approach

• Following the Child's Lead: If a child is interested in stacking blocks, a caregiver might join in by stacking their own blocks and imitating their actions.
• .Expanding Play Themes: if a child likes cars, adding a garage Sensory Integration Activities: Bouncing can help the child's sensory system.
• Focuses on building social-emotional connections, communication, and problem-solving skills
• Particularly helps those with autism spectrum disorder (ASD), developmental delays, or sensory processing challenges by addressing developmental gaps.
• Foundational skills are critical in interactive play
• Early developmental skills prepare a way for more complex abilities

Common Developmental Gaps (0-4 Years)

Examples of communication

• Adults use open-ended interactions to encourage problem-solving and shared attention.
  • Introduce playful challenges that stretch the ability to engage in back-and-forth interactions.
• If the child hands an adult a toy, the adult can hold onto it briefly and wait for a look for communcation

Communication for Low Verbal Children

Introduce small interaction challanges.

• Waiting Time
• By the toy being out of reach and and ask for it
• With a game where and and ask.
• For a high verbel repeat child word
• Expand what a child word
• With a child that does not do
• A child that does not speak add a sound

Emotional and Sensory regulation

• Many children with autism or sensory challenges struggle with self-regulation. - Adult interactions may need to be calm or be able to handle high end
• Example: If a child gets overwhelmed in loud environments, the therapist may introduce quiet, rhythmic interactions before gently expanding to more stimulating activities.
• Help their need for a high or low energy

Emotional Issues

• If a child covers their ears, avoids eye contact, or has a meltdown, it may indicate sensory overload.
• A caregiver can provide a quiet, low-stimulation environment, such as a calm corner with dim lighting and soft textures.

DIR/Floortime for building skills

• The floortime helps develop social issues but is is more powerful for children with ASD

Emotional Support

• When children strugle with a picture or a face

Strategies and for ADHD

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