Behaviour – Why Do Children Do THAT?

Solutions and Strategies for Common Classroom Behaviours

Behaviour

REASON WHY THEY MIGHT DO THIS

SUGGESTED STRATEGIES

Chewing on shirt, hat string or objects

Chewing is calming for these students so it is important you provide opportunities to chew.

Chewy tubes, Chewigem necklace, Pencil toppers. Oral Motor Programme.
Water bottle with straw – they will need a few straws as tend to chew through.

Hiding or running away

This is a ‘flight response,’ usually due to confusion, lack of ability to problem solve of emotional build ups.

Give a Preventative Break (go for a walk, bounce on a fit ball). Teach problem solving skills (important do this when calm). Recommend reading From Anxiety to Meltdown

Difficulty accepting criticism

This can be due to anxiety around making mistakes. Often part of Executive Functioning difficulties.

Give a Preventative Break (go for a walk, bounce on a fit ball). Teach problem solving skills (important do this when calm). Recommend reading From Anxiety to Meltdown

Swearing

Most kids swear, but often kids with ASD don’t learn the social nuances of swearing. Often kids do for social attention.

When you hear them swear, tell them a replacement word. Use Social Stories to set clear boundaries and expectations.
Work on friendships and social skills if doing to gain attention of peers.

Stalking other students

This is usually because they want to be friends but do not know how to connect socially.

Consider introducing lunch clubs
Be cautious if you stop them following one student as they normally replace with another student.

Not wanting to leave special interest

As their special interest makes them happy they often find hard to leave.

Let them know when they can go back to special interest. Have rules and routines around special interest.

Sniffing people or objects

This is part of sensory processing and many kids love to sniff people and objects.

Occupational Therapy Assessment. Use sensory tools to redirect.
Social Stories about appropriate sniffing.

Behaviour

REASON WHY THEY MIGHT DO THIS

SUGGESTED STRATEGIES

Constantly putting hand up and calling out if teacher doesn’t ask them

Many students constantly put their hand up as they want to share their knowledge and are keen to participate. However, they often miss the social understanding that everyone wants a turn.

Provide regular drink times during class. Let them have a water bottle on their table. Remember they will need more toilet breaks too.

Constantly thirsty

This is thought to be part of the Sensory Processing Difficulties.
It is very common for students with an ASD or ADHD to drink more than their peers

Give a Preventative Break (go for a walk, bounce on a fit ball). Teach problem solving skills (important do this when calm). Recommend reading From Anxiety to Meltdown

Asking for the toilet all the time

See above as often part of thirst.
Some students do use this as a form of preventative break when they feel their anxiety rising.

Some students will not use toilets during recess and lunch as toilets are too noisy, so have set times they can go during class e.g. once per session.
Use a visual schedule so they know when their toilet break is.

Eating specific food/not eating at school

Part of Sensory Processing Difficulties
Some children have sound sensitivity known as Misophonia.
Not uncommon for kids with ASD to only eat five foods.

Get an Occupational Therapy assessment to check sensory issues in relation to taste and sound
Allow ‘snack breaks.’
Allow to eat away from other children Understand that their limited diet is part of their ASD

Rips up worksheet

Usually anxiety as do not know how to do work, fear of making mistakes or frustration.

Use CBT to teach about anxiety and what to do. Teach replacement behaviours like asking for help, accepting mistakes, etc.