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Re-Thinking Behavior: Strength Based Language. 

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Re-Thinking Behavior: Strength Based Language. 

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Using strength-based language when working with autistic students when addressing their behavior is imperative for many reasons. Firstly, we want to always do our best to promote a positive self-image. In order to do so, we must use positive language to reinforce a student's self-image. We should always focus on their strengths and abilities. However, when we must describe specific behaviors we can use language that reduces stigma and does not perpetuate stereotypes. For example, instead of referring to a student as a "screamer", one should reframe this statement by saying "the student communicates by screaming when experiencing sensory sensitivities". Overall, using strength-based language helps set a more accepting, positive and encouraging tone for not only addressing but improving any challenging behaviors.

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Safe spaces are a great resource for all students. A safe space or sensory room can provide students with a calm and less stimulating environment which will help ease anxiety and promote emotional regulation. When a student is having a challenging time, it is best to encourage and provide necessary breaks. What is even more great, is that these spaces can be customized to meet the unique needs and preferences of students.

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When working with autistic individuals, it is important to recognize and understand autism overload. Sometimes students may have sensory sensitivities that become too overwhelming which can lead to "challenging behavior". These sensory sensitivities can include loud noises, crowded spaces, excessive talking, bright lights, strong odors, etc.

Students can also experience emotional overload. There may be times when the student becomes overwhelmed with sudden changes in routines or schedules. There may be an overabundance of social situations which can create feelings of anxiety, fear, or frustration.

Students may "melt down" and have an emotional outburst. Students could also become so overwhelmed they "shut down" and retreat into solitude. Students may also experience "burnout" when faced with stressors over a long period of time.

When working with students on the autism spectrum, it is vital for as as future educators to be aware of the signs that a student may be feeling overloaded and respond appropriately.

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Teaching Students Mindfulness Strategies 

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Teaching Students Mindfulness Strategies 

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When working with students, we can teach them mindful and calming strategies that they can use for their emotional well-being. There are strategies students can learn to use to promote self-regulation. Reading exercises, meditation, deep breathing, movement, and mindful walking are just a few suggestions. It is important to introduce these strategies slowly and consistently with students. Teachers must also be mindful to choose and adjust any strategies to meet each student's individual and unique needs.

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C - comfort.
A- avoid contact, unless necessary.
L - lower voice, or change to a more appropriate form of communication
M - manage adult presence