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The Out-of-Sync Child, Carol Stock Kranowitz

Special Educational Needs: A guide for inclusive practice, (Eds) Peer and Reid

The Essential Guide to Understanding Special Educational Needs: Practical Skills for Teachers, Thompson (2010)

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Goleman's Emotional Intelligence

Dreikurs' Logical Consequences

Bloom's Hierarchy of Needs

Bandura's Social Learning Theory

Etc...

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There can be many different triggers for a learner and these differ per individual.

Lack of attention.

The environment is too loud.

The person has been requested to do something they did not want to do.

Unfamiliar task/ staff member/ activity.

Struggling to communicate their want or need using their preferred communication method.

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Use structure, ensure students are aware of what is on their timetable.

When students appear to becoming distressed and moving into their trigger zone be proactive and support the person into becoming calmer and ready to learn.

Do not overload the student with requests.

Read the students' Positive Behaviour Support Plan. This will help you in being proactive when managing challenging behaviour. Ask questions when unsure.

Be firm when giving instructions.

Use optimism rather than negativity.

Give students clear information when their will be a change of routine.

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The function is important to identify, as when satisfied the behaviour  can be successfully supported.
Functions include:
-Seeking sensory stimulation
-To communicate a want or need
- To avoid/ escape from the environment
-To gain attention
-Expressing strong emotion such as anger, anxiety or frustration.

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- Self-injurious behaviour
- Likely to harm others
-Damaging property and the environment
-Disruptive behaviours

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Any non-verbal, verbal or physical behaviour exhibited by a person which is difficult to manage.

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Challenging behaviour - National Autistic Society

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Some of the challenging behaviour difficulties experienced by people with autism, and advice on how to respond to these.