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The 'How to ABC!'

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Frequency of behaviour

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Different behaviours between school and home

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It's quite common for autistic children who do not appear to have any behavioural difficulties at school to behave differently at home. Tony Attwood refers to this as the Jekyll and Hyde character (Attwood, 1998).

Just because the difficult behaviour occurs at home, does not necessarily mean the trigger(or the cause) lies there. The child may find school very stressful, but keep their emotions locked up until they get home. Most children on the autism spectrum do not display the body language and facial expressions you would expect to see when a child is feeling a certain way. Asking them how they feel may not get the correct response, as some children can find spoken communication very difficult and struggle to explain their own emotions to someone. Teachers need to be aware that children who may appear to be coping atschool can in fact experience high stress levels.

Stress scales

Some children on the autism spectrum find carrying visual stress scales helpful for overcoming these communication obstacles. These scales can be either in the format of a scale from 1-5, a thermometer, or a traffic light system. The idea is that when the child indicates to someone that they are at a '4' or 'amber'(before they reach a '5' or 'red'), they need to be helped in some way to calm their emotions again.

Children who find it difficult to use a scale can use a help card instead. This could be a red card, of have the word 'help' or a meaningful symbol on it, which they can carry around. When they begin to feel extremely anxious or angry, they can show it to a member of staff or family. This is particularly helpful if a usually very verbal young person loses their ability to use speech when they are highly stressed.

Some children may need to be redirected to a different activity, have a quick run outside, or retreat to a quiet space in order to calm down.

Schools can be concerned that by giving a child a card to leave the room, they will hand itover to opt out of situations they do not want to be in, disrupting their education. Strict boundaries need to be given to a child using a card or stress scale, including clear instructions about where they can go, and for how long (using a timer). However, effective use of the card could ultimately reduce the amount of disruption to the child's education and help them stay more calm and focused on learning.

Releasing stress after the school day

If you child appears to release their stress straight after school, it might be beneficial to set aside a period of time for them to calm down. You could do this by reducing the amount of social interaction your child has straight after school and providing an activity which they find relaxing.

If your child is relatively physical in their frustration, eg kicking or hitting, providing a trampoline, punch bag or letting them run around the garden may help relieve the stress. Other children like to relax by watching television or listening to music. Some find lights expecially soothing, such as a bubble tube or spinning light.

"I have always liked lights and have loads in my room. I have a lava lamp, a disco ball, a UFO lamp. They are just hypnotic and soothing and such a wonderful escape from reality."

- Luke Jackson, 2002
For some children, the timetable of the school day provides enough structure and routineto help contain any anxiety and stress. Children on the autism spectrum have a strong preference for routine and this is automatically incorporated into the school environment. Your child may benefit from having a visual timetable for home as well, as it will make the environment more predictable. A timetable can either be constructed showing the whole day's activities, half the day, or simply the activities that are now and next.

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In this guide, we offer advice to parents/carers on how to support their autistic child at home.

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Empowering People, Launching lives

Our vision is to ensure children and young adults with autism access an education which empowers a life full of choice, independence and opportunity.

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In our 2016-2020 strategy we set out to empower people with autism to lead fuller lives through positive educational experiences, training for the people who work with them and support for their families and carers.

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Our Early Years’ service is a free provision where families are supported by our experienced multidisciplinary team during this crucial time, to empower them to build skills, knowledge and confidence.

Accessing support, tailored to individual needs, at as early an age as possible, is so important for children with communication difficulties. Children’s learning starts within the family, when they begin to develop their earliest bonds, essential social skills and emotional wellbeing.

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We empower people with autism to lead fuller lives through positive educational experiences, training for the people who work with them and support for their families and carers.

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Our vision is to ensure everyone with autism accesses an education which empowers a life full of choice, independence and opportunity.

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Why does my child's behaviour trigger me

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Why does my child's behaviour trigger me

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Plymouth Information Advice and Support for SEND.

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Supplying you with information, advice and support

Plymouth Information, Advice and Support for SEND (PIAS) provides information, advice and support relating to Special Educational Needs and Disabilities (SEND) for parents, carers, children and young people within the Plymouth Local Authority area.

PIAS provides parents, carers of children and young people with SEND and also the children and young people independently with:

support at meetings

support around education and training issues.

Information provided is impartial and confidential. For more information please see our:

Introduction to PIAS

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Plymouth Information Advice and Support for SEND. - Supplying you with information, advice and support

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Plymouth Information Advice and Support for SEND., Supplying you with information, advice and support

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Claire

Malachy

Laura

The 2022 Learning from Lives and Deaths (LeDeR) report, which looks at the deaths of people with a learning disability and autistic people and aims to improve health and care, has been published. We send our condolences to everyone who has lost a loved one.

The government has published the final report by Baroness Hollins on the Independent Care, Education and Treatment Reviews programme, which aimed to move people with a learning disability and autistic people out of long-term segregation, alongside its response to this report

Charities and organisations have written to the Prime Minister about the omission of the Draft Mental Health Bill from the King's Speech

Do you support someone with severe learning disabilities and behaviours that challenge? We can help.

If you are involved in supporting people with severe learning disabilities and behaviours that challenge, we can help.

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Homepage for the Challenging Behaviour Foundation

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The CBF aims to improve the life opportunities and quality of life for people with severe learning disabilities and their families.